The aim of this study is to examine the effect of pre-service teachers' technology-supported micro-teaching practices on their Visual Arts technological pedagogical content knowledge (VA-TPACK) self-efficacy levels. Depending on the way the research collects and analyzes data, a single group pre-test and post-test experimental design was used. The study group of the research consists of 34 teacher candidates.The data were obtained with the "VA-TPACK Self-Efficacy Scale" and "Personal Information Form". In this study, it was determined that there was a significant increase in the VA-TPACK self-efficacy levels of the technology-supported micro-teaching practices of Visual Arts teacher candidates, and a significant difference in the post-test scores of the teacher candidates in terms of TPK, TAB, TPACK and general scale by gender. However, it was determined that pre-test scores of pre-service teachers did not differ significantly in terms of gender. As a result of the obtained outcomes, arrangements in the axis of VA-TPACK are recommended in order to increase the effectiveness of micro teaching practices in teacher training programs. Moreover, micro-teaching applications require physical environment and technical equipment. At this point, it is recommended to improve the infrastructure in education faculties.
Keywords: Visual arts procpective teacher, teacher training, micro teaching, technological pedagogical content knowledge