Ünlü, Melihan13.07.20192019-07-1613.07.20192019-07-1620182332-3205https://dx.doi.org/10.13189/ujer.2018.060106https://hdl.handle.net/20.500.12451/3131The purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers’ self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded) was used. The participants in the study consisted of 41 pre-service elementary mathematics teachers who were enrolled mathematics teacher education programme at a state university in Turkey. In this research, The Instrument of Pre-service Mathematics Teachers Efficacy Beliefs about Using Concrete Models developed by Bakkaloğlu [44] and interview forms were used as data collection tools. The research revealed that the micro-teaching practices with concrete models had positive effects on the pre-service teachers’ self-efficacy beliefs about using concrete models. Pre-service teachers think that these micro-teaching practices had positive effects on the skills of teaching.eninfo:eu-repo/semantics/openAccessConcrete ModelsMicro-teachingPre-service Mathematics TeachersSelf-efficacy BeliefsArticle61688210.13189/ujer.2018.060106N/A