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Journals / Kuramsal Eğitimbilim Dergisi / 2021 / Cilt: 14 - Sayı: 2

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

Nur YİĞİTOĞLU APTOULA
Pages
79–92
Publication Date
2021-04-27
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research investigates pre-service teachers’ perceptions regarding the efficacy of the feedback on their micro-teaching activities.
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Key Findings & Data:During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded.
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Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:micro-teaching activities · feedback · feedback

Abstract

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.

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.

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Cite This Article

APTOULA, N. Y. (2021). Pre-service teachers’ perceptions about the efficacy of different types of feedback on micro-teaching activities. Kuramsal Eğitimbilim Dergisi, Cilt: 14 - Sayı: 2, 79–92. https://ajindex.com/articles/134554

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