Pre-service teachers’ perceptions about the efficacy of different types of feedback on micro-teaching activities

Nur YİĞİTOĞLU APTOULA

doi:https://doi.org/10.30831/akukeg.752214

Makale detayları

Pre-service teachers’ perceptions about the efficacy of different types of feedback on micro-teaching activities

Yazarlar:

Nur YİĞİTOĞLU APTOULA

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim

Dergi:

Journal of Theoretical Educational Science 2021 Vol.14 Issue 2, pp.79-92

Belge Tipi:

Makale

Yayın Tarihi:

4/2021

Belge Dili:

İngilizce

Document ID (Org No.):

2000543197

Sıklık:

Üç Aylık

eISSN:

1308-1659

pISSN:

1308-1659

DOI:

https://doi.org/10.30831/akukeg.752214

Özet:

 

This research investigates pre-service teachers’ perceptions regarding the efficacy of the feedback on their micro-teaching activities. During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded.  After their micro-teaching activities, they were asked to reflect on their own perceptions about the feedback they received on their micro-teachings. In addition, after each micro-teaching, they were asked to participate in an interview and a focus group interview regarding their perceptions about the different types of feedback.  Findings suggest that, although pre-service teachers considered teacher trainer feedback as the most influential one in their development as teachers in the long run, they stated that they changed their teaching immediately when they themselves realized a mistake and reflect on those in self-evaluations and reflections. Findings also suggested that while they expected feedback about processing of the task from their peers, they expected feedback about self regulation from their teacher trainer.

 

This research investigates pre-service teachers’ perceptions regarding the efficacy of the feedback on their micro-teaching activities. During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded.  After their micro-teaching activities, they were asked to reflect on their own perceptions about the feedback they received on their micro-teachings. In addition, after each micro-teaching, they were asked to participate in an interview and a focus group interview regarding their perceptions about the different types of feedback.  Findings suggest that, although pre-service teachers considered teacher trainer feedback as the most influential one in their development as teachers in the long run, they stated that they changed their teaching immediately when they themselves realized a mistake and reflect on those in self-evaluations and reflections. Findings also suggested that while they expected feedback about processing of the task from their peers, they expected feedback about self regulation from their teacher trainer.

Makale detayları

Pre-service teachers’ perceptions about the efficacy of different types of feedback on micro-teaching activities

Yazarlar: Nur YİĞİTOĞLU APTOULA

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Eğitim

Dergi: Journal of Theoretical Educational Science 2021 Vol.14 Issue 2, pp.79-92

Belge Tipi: Makale

Yayın Tarihi: 4/2021

Belge Dili: İngilizce

Document ID (Org No.): 2000543197

Sıklık: Üç Aylık

eISSN: 1308-1659

pISSN: 1308-1659

DOI: https://doi.org/10.30831/akukeg.752214

Sayı

Yazarlar:

Nur YİĞİTOĞLU APTOULA

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim

Dergi:

Journal of Theoretical Educational Science 2021 Vol.14 Issue 2, pp.79-92

Belge Tipi:

Makale

Yayın Tarihi:

4/2021

Belge Dili:

İngilizce

Document ID (Org No.):

2000543197

Sıklık:

Üç Aylık

eISSN:

1308-1659

pISSN:

1308-1659

DOI:

https://doi.org/10.30831/akukeg.752214