This study aimed to explore the ways of helping pre-service EFL (English as a Foreign Language) teachers gain and develop practical theories related to teaching EFL. For this purpose, the researcher devised a model primarily based on creating awareness on pre-service EFL teachers related to basic methodological knowledge of teaching besides their strengths and weaknesses related to their classroom practice in search of helping them to form practical knowledge needed for teaching. The model aimed to support the pre-service EFL teachers' practical knowledge construction by creating micro-teaching sessions in which they could put their theoretical knowledge into practice, feedback sessions in which they could receive teacher evaluation and peer evaluation, and engaging them into the process of self-reflection as well with the help of self-monitoring. The data were collected during 13 weeks in which every pre-service EFL teacher found 50- minute four micro-teaching session opportunities: two micro-teaching sessions for teaching reading and two micro-teaching sessions for teaching listening. 28 pre-service EFL teachers were the participants of the study. The data were collected from pre-service EFL teachers' selfevaluation reports, peer evaluation rubrics, lesson plans and teacher evaluation documents in each micro-teaching sessions in order to see the development if there was any during 13 weeks. At the end of the process, the student teachers were also asked to express their views about the process of learning and it was found that the proposed model created awareness in them about the difference between theoretical knowledge and practical knowledge. Besides, it helped their practical knowledge construction.