Effects of technology aided micro teaching practices on technological pedagogical content knowledge (TPACK) qualifications of prospective science teachers

The basic purpose of this study is to identify the TPACK qualifications and TPACK self-efficacy in prospective sciences teachers, as well as to evaluate the effects of technology aided micro teaching practices performed during one semester within the scope of the Special Education Methods-II class on the TPACK qualifications and TPACK self-efficacy levels of the candidates. The study employed a mixed method research pattern with simultaneous use of qualitative and quantitative research methods. During the study, in regard to qualitative research, semi-structured interviews, focus group interviews, opinion form, technology supported micro education form, micro education monitoring form, micro educational class records of prospective teachers, as well as lesson materials ad lesson plans prepared and implemented by prospective teachers were used as data collection tools. Upon the conclusion of the study it was found that self-proficiency of candidates within the scope of TPACK and TPACK's sub-dimensions was increased, and that technology aided micro teaching practices positively contributed to TPACK qualification levels and increased technology integration skills of prospective teachers. It was found technology aided that micro teaching practices develop the technology utilization skills, technology aided measurement and evaluation skills, ability of prospective teachers to utilize technological tools to identify misconceptions during classes, and it was found that the implemented technology affected their strategies, methods and techniques. It is concluded that technology aided micro educational practices constitute an effective method in increasing the TPACK qualification levels of prospective teachers. Keywords: Technology aided micro teaching, technological-pedagogical content knowledge, technological-pedagogical content knowledge self-proficiency, technology integration, sciences, mixed method.