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The purpose of this study was to examine the effects of microteaching on pre-service teachers' critical thinking dispositions. The participants of the study consisted of 70 pre-service teachers (64.3% females, 35.7% males) in the Turkish language teacher education program at a public university in the north of Turkey. In the study, an experimental and a control group and a pretest-posttest quasi-experimental design were used to determine the impact of microteaching on the critical thinkingdoi:10.14221/ajte.2014v40n3.9 fatcat:pgtcfksydbcfhjzd6dazxsc5ru