The effect of feedback on preservice teachers’ motivation and reflective thinking

Abstract

This study aims to investigate the effect of a feedback model designed for preservice teacherson their motivation and reflective thinking. The study was designed as a single-factor within-groupsdesign where the independent variable is the feedback model and the dependent variables are preserviceteachers’ motivation and reflective thinking. The model was applied for six weeks in the InstructionalTechnologies and Material Development course at Gazi University during the spring term of the 2015-2016 academic year. The data was collected using the motivation scale, the reflective thinking tendenciesscale and a semi-structured evaluation form of the feedback model designed by the researcher. TheShapiro-Wilk-W test, t-test, and eta-squared statistical test were used to analyze the quantitative data,and content analysis was used to analyze the quantitative data. The quantitative results indicated thatthe preservice teachers’ scores on the motivation scale significantly increased after the implementationof the model, while the qualitative results showed that the model contributed to their personaldevelopment.