Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection

Erdemir, Nihan; Yeşilçınar, Sabahattin

doi:10.1080/14623943.2021.1968818

Cited by 21 publications

(13 citation statements)

References 18 publications

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“…Al-Barakat and Al-Hassan (2009) point out that some students have doubts about their ability to be objective when giving peer assessment so they would prefer not to do it at all. A number of pre-service teachers had concerns about giving negative feedback to their peers (Hidayah & Indriani, 2021; Kleinknecht & Schneider, 2013) because they worry about it damaging their relationships (Al-Barakat & Al-Hassan, 2009; Erdemir & Yeşilçınar, 2021). Classroom dynamics and politics have also been shown to come into play when pre-service teachers evaluate their friends more highly than other classmates (Brindley & Scoffield, 1998).…”

Section: Review Of Related Research Literaturementioning

confidence: 99%

“…Possibly due in some degree to this mistrust, others have reported that some participants disagreed with their peer's feedback and thought that they were underestimated by their peers whose feedback did not have enough justification for the claims they made (Hidayah & Indriani, 2021). Others objected that the feedback that they received was too superficial (Dayal & Alpana, 2020;Hidayah & Indriani, 2021) possibly because peers lack the knowledge or experience to give helpful feedback (Erdemir & Yes xilc xınar, 2021).…”

Section: Microteaching and Peer Feedbackmentioning

confidence: 99%

“…One recommendation was made that teacher educators should demonstrate how to give and receive peer feedback to give their students a more concrete example of what it looks like (Erdemir & Yes xilc xınar, 2021). A second suggestion was to give students access to sufficient scaffolding through access to peer assessment tools like appraisal forms so they can have a clear understanding of how to give appropriate feedback (Kuter et al, 2012).…”

Section: Microteaching and Peer Feedbackmentioning

confidence: 99%

“…This quote conveys Guem Chinson's sense of frustration about what she perceived to be a significant imbalance in the amount of feedback that she provided for her peer and the amount of feedback that she was given herself. Several other researchers discussed the limited detail provided as a drawback of peer feedback (Dayal & Alpana, 2020;Hidayah & Indriani, 2021) noting that peer feedback could be insufficient and undetailed (Erdemir & Yes xilc xınar, 2021). One possible explanation for this shortcoming in the feedback are that the pre-service teacher peers may simply lack the knowledge and experience necessary to provide helpful feedback (Erdemir & Yes xilc xınar, 2021).…”

Section: Rq3: What Suggestions Do Pre-service Efl Teachers Have To Im...mentioning

confidence: 99%

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Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

Murphy Odo

2023

Sage Open

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Video recordings have been used in pre-service teacher preparation programs to facilitate greater self-reflection through pre-service teachers’ observation of their own and their peers’ microteaching. Few studies have, however, examined the perceptions of pre-service teachers regarding the use of peer feedback reaction videos on their microteaching. Therefore, video-recorded microteaching lessons were taught by preservice English teachers and then they were given video recordings of their peer’s reaction and feedback to their microteaching video. Qualitative data about their perceptions of microteaching and feedback they received were collected and analyzed. Participants indicated that the peer reaction video feedback helped them to discern their strengths and weaknesses as teachers, and learn more about how to teach from observing others. They also said it allowed them to view themselves through others’ eyes, provided detailed feedback, encouraged honest feedback, and allowed them to analyze and reflect on their own practice. Among the criticisms they raised were feeling like they were unprepared, concerns about technical difficulties, and reacting emotionally to negative feedback. Recommendations made to improve the peer reaction video feedback experience were to provide more detail in the feedback using more detailed feedback guidelines and sample lesson activities beforehand. Implications for practice are also discussed.

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Section: Review Of Related Research Literaturementioning

confidence: 99%

Section: Microteaching and Peer Feedbackmentioning

confidence: 99%

Section: Microteaching and Peer Feedbackmentioning

confidence: 99%

Section: Rq3: What Suggestions Do Pre-service Efl Teachers Have To Im...mentioning

confidence: 99%

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Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

Murphy Odo

2023

Sage Open

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“…If this point of failure is misused, it can easily lead to data loss or leakage. Consequently, higher education typically implements security policies that restrict access to sharing of records in microteaching to protect personal information (Yuan, 2020;Erdemir and Yeşilçınar, 2021). Even if the centralized storage system is reserved for data availability, the centralized storage service provider may still experience Force Majeure factors (such as political censorship) that prevent users from accessing their data (Wang et al, 2018b).…”

Section: Introductionmentioning

confidence: 99%

Education Exchange Storage Protocol: Transformation Into Decentralized Learning Platform

et al. 2021

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The current micro-teaching process is readily online, and it is functional anywhere and anytime ubiquitously. All or most teaching and learning activities are accessible in centralized storage. However, centralized storage has inherent problems, such as a single point of failure with many possible data breaches, much duplication of data stored repeatedly in one location, and the lack of trust in third parties for data stored in centralized storage. Further issues include the high cost and low performance of the online systems that hinder the quality of the education process. In this paper, we propose a new framework Education Exchange Storage Protocol (EESP). EESP aims to improve the efficiency of the decentralized storage ecosystem in micro-teaching, coupled with blockchain technology acting as a control layer. Blockchain empowers the decentralized system by bringing together the most incompatible unstructured entities and integrate them. The decentralized storage system is armed with a blockchain smart contract that acts as a control layer, featuring impregnable security, immutability, trace-ability, and transparency. The EESP framework aims to elevate teaching and learning through blockchain decentralized storage systems in a transformational way, including but not limited to things like micro-credential, massive open online courses, and gamification, all in a single immersive learning platform. Finally, we tested and evaluated this framework using the truffle simulator, and the results demonstrate that the EESP model significantly improves performance.

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Engaging Pre-Service Teachers in Critical Reflective Practice in a Private Higher Education Institution in Lebanon

Bahous,

Diab

2024

Springer Texts in Education

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Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection

Cited by 21 publications

References 18 publications

Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

Education Exchange Storage Protocol: Transformation Into Decentralized Learning Platform

Engaging Pre-Service Teachers in Critical Reflective Practice in a Private Higher Education Institution in Lebanon

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