M icroteaching was introduced into teacher education during the 1960s at Stanford University, with the aim of helping preservice teachers develop teaching skills in a safe environment (Grossman, 2009). Micro learning is adjustable and advantageous because it is recyclable. Micro learning can be agreed as a process of subsequent ‘short’ learning activities (i.e. learning through interaction with micro-content objects in small time-frames). Mostly, it means teaching a small group of peers for a relatively short period of 5 to 15 minutes and then giving and taking feedback on the performances. Micro learning in this context means the microteaching experience as a learning experience and an effective method of learning for students. We can learn a lot from the experience related to this field, but it would be a big mistake to reduce the question of micro learning to the questions of formal education, teacher training or pedagogical discourse horizons (Paduri et al., 2017). The influen...