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

Year 2021, Volume: 14 Issue: 2, 79 - 92, 27.04.2021

Nur Yiğitoğlu Aptoula

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

Cited By: 4

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.

Keywords

feedback

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