The aim of this study was to determine the professional developments of science teacher candidates over 14 weeks of microteaching practices. The sample for the study was comprised of 9 teacher candidates aged 21–23 who were studying their final year (4th year) in an elementary science education undergraduate programme of an education faculty in the western part of Turkey. The teaching practice course in which all the participants were enrolled is an 8-hour-required course. A 2-hour face to face theoretical part of this course is conducted at the university, and a 6-hour application part is conducted in a real school environment. In the study, nine preservice teachers taught three science topics at their practice schools, supported by the theoretical knowledge provided to them by academic staff. Data were collected using the Teachers’ Development Scale. It was assumed that the obtained data reflected the level of the professional development with respect to pedagogical, pedagogical content and content knowledge competences of the preservice teachers. Quantitative approaches were utilised in the data analysis. As a result, it was found that the competence scores of all the preservice teachers increased with the microteaching applications. Also, competence scores showed statistically significant differences over the practice sessions with respect to the academic achievement levels of the preservice teachers.

本研究的目的是确定科学教师候选人在 14 周的微教学实践中的专业发展。该研究的样本由 9 名 21-23 岁的教师候选人组成，他们正在土耳其西部教育学院的基础科学教育本科课程中学习最后一年（第 4 年）。全体学员参加的教学实践课为8小时必修课。本课程的面对面理论部分 2 小时在大学进行，6 小时的应用部分在真实学校环境中进行。在这项研究中，九名职前教师在他们的实践学校教授了三个科学主题，并得到了学术人员提供给他们的理论知识的支持。数据是使用教师发展量表。假设获得的数据反映了职前教师在教学、教学内容和内容知识能力方面的专业发展水平。在数据分析中使用了定量方法。结果发现，所有职前教师的能力得分都随着微教学的应用而增加。此外，就职前教师的学业成绩水平而言，能力分数在实践课程中显示出统计学上的显着差异。