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Journals / Eurasian Journal of Teacher Education / 2026 / Volume: 7 Issue: 2

Pre-Service Teachers’ Feedback Literacy Skills: Gains from Online Peer Assessment in Microteaching

Öğretmen Adaylarının Geri Bildirim Okuryazarlığı Becerileri: Mikro Öğretimde Çevrim İçi Akran Değerlendirmesinden Kazanımlar

Kadriye Begüm Doğruyol Aladak(Suleyman Demirel University)0000-0002-2474-7403
Pages
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Publication Date
2026-08-27
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AI Summary & Key Takeaways

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

The findings concluded that online peer assessment in microteaching contributed to the feedback literacy skills of pre-service teachers.

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this study is to examine the feedback literacy skills of pre-service teachers by identifying their opinions on online peer assessment in microteaching practice.
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Key Findings & Data:The study adopted a qualitative phenomenological study.
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Conclusion & Impact:The findings concluded that online peer assessment in microteaching contributed to the feedback literacy skills of pre-service teachers.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Feedback literacy · Feedback literacy skills · Microteaching

Abstract

The aim of this study is to examine the feedback literacy skills of pre-service teachers by identifying their opinions on online peer assessment in microteaching practice. The study adopted a qualitative phenomenological study. The study was conducted with a group of eight fourth-year undergraduate students. Four of these students carried out microteaching sessions, and all participants evaluated these microteaching sessions through an online blog platform. A semi-structured interview form developed by the researcher was used to reveal the experiences and perceptions of the students who conducted microteaching. The study utilized thematic analysis to analyze the data. Online peer assessment in relation to microteaching was gathered under five themes, and feedback literacy skills were addressed as efficiency, internal dynamics, interaction, objectivity, and transfer to the profession. The findings concluded that online peer assessment in microteaching contributed to the feedback literacy skills of pre-service teachers. This study suggests that systematically developing feedback literacy skills will not only support the individual academic achievements of pre-service teachers but also their professional development and will make a significant contribution to the process of training qualified teachers.

Özet

Bu araştırmanın amacı, öğretmen adaylarının mikro öğretim uygulamasında çevrim içi akran değerlendirmesine ilişkin görüşlerini belirleyerek geri bildirim okuryazarlığı becerilerinin incelenmesidir. Araştırma, nitel araştırma yöntemi olan olgubilim (fenomenoloji) olarak tasarlanmıştır. Çalışma, bir ders kapsamında dördüncü sınıf sekiz lisans öğrencisi ile yürütülmüş olup dört öğrenci mikro öğretim uygulamasını gerçekleştirmiş ve tüm katılımcılar, bu öğrencileri çevrim içi ortamda blog aracılığıyla değerlendirmiştir. Mikro öğretim yapan öğrencilerin deneyimlerini ve algılarını ortaya çıkarmak amacıyla araştırmacı tarafından geliştirilen yarı-yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde tematik analiz yaklaşımı benimsenmiştir. Mikro öğretime ilişkin çevrim içi akran değerlendirmesi beş tema altında toplanmış ve geri bildirim okuryazarlığı becerileri verimlilik, içsel dinamikler, etkileşim, objektivite ve mesleğe aktarım olarak ele alınmıştır. Araştırma sonucunda, mikro öğretimde çevrim içi akran değerlendirmesinin öğretmen adaylarının geri bildirim okuryazarlığı becerilerine katkı sağladığı sonucuna ulaşılmıştır. Geri bildirim okuryazarlığı becerilerinin sistemli şekilde geliştirilmesinin, öğretmen adaylarının yalnızca bireysel akademik başarılarını değil, aynı zamanda mesleki gelişimlerini de destekleyeceği ve nitelikli öğretmen yetiştirme sürecine önemli katkılar sağlayacağı düşünülmektedir.

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Cite This Article

Aladak, K. B. D. (2026). Pre-Service Teachers’ Feedback Literacy Skills: Gains from Online Peer Assessment in Microteaching. Eurasian Journal of Teacher Education, Volume: 7 Issue: 2. https://doi.org/10.69918/ejte.1857410

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