Feedback from peers or teachers: The preferences and perceptions of pre-service EFL teachers

Abstract

Teacher feedback has long been recognized as a very important component of teacher education due to its numerous benefits. Peer feedback, complementing teacher feedback, also plays an important role as a reflective practice by enabling pre-service teachers work collaboratively and understand their teaching practices deeply in a supportive environment. There is a limited understanding of how pre-service teachers compare both sources of feedback and which feedback type they prefer despite the growing body of research related the value of teacher and peer feedback. Therefore, this study aimed to investigate the pre-service English as a Foreign Language (EFL) teachers’ preferences and perceptions regarding the feedback they receive from their teacher and peers. This qualitative case study was carried out with 31 3rd grade pre-service students enrolled in “Teaching English to Young Learners II” course. Following each micro-teaching session, participants received both peer and teacher feedback through a standard feedback form. Data were collected through the structured feedback evaluation forms filled by the pre-service teachers, semi-structured interviews and completed teacher and peer feedback forms. Reflexive thematic analysis was used for data analysis. The results reveal that while both teacher and peer feedback were perceived as valuable, teacher feedback was consistently regarded as more professional, specific, detailed, action-oriented and motivating. Peer feedback was appreciated for its supportive tone and reflective value. Most participants preferred receiving both types of feedback, but none favoured peer feedback alone.

Keywords

• pre-service teachers
• micro-teaching
• teacher feedback
• peer feedback

Akran veya öğretmen geri bildirimi: İngilizce öğretmen adaylarının tercihleri ve algıları

Öz

Öğretmen geri bildirimi, sayısız faydası nedeniyle uzun zamandır öğretmen eğitiminin çok önemli bir bileşeni olarak kabul edilmektedir. Öğretmen geri bildirimini tamamlayan akran geri bildirimi de öğretmen adaylarının iş birliği içinde çalışmasını ve destekleyici bir ortamda öğretim uygulamalarını derinlemesine anlamasını sağlayan yansıtıcı bir uygulama olarak önemli bir rol oynar. Öğretmen ve akran geri bildiriminin değerine ilişkin artan araştırmalara rağmen, öğretmen adaylarının bu iki geri bildirim kaynağını nasıl karşılaştırdıkları ve hangi geri bildirim türünü tercih ettiklerine dair anlayış sınırlıdır. Bu nedenle, bu çalışma, öğretmen adaylarının öğretmenlerinden ve akranlarından aldıkları geri bildirimle ilgili tercihlerini ve algılarını araştırmayı amaçlamış. Bu nitel durum çalışması, “Çocuklara Yabancı Dil Öğretimi II” dersine kayıtlı 31 üçüncü sınıf öğretmen adayı ile yürütülmüştür. Her mikro öğretim oturumunun ardından, katılımcılar standart bir geri bildirim formu aracılığıyla hem akran hem de öğretmen geri bildirimi almışlardır. Veriler, öğretmen adayları tarafından doldurulan yapılandırılmış geri bildirim değerlendirme formları, yarı yapılandırılmış görüşmeler ve tamamlanmış öğretmen ve akran geri bildirim formları aracılığıyla toplanmıştır. Veri analizi için yansıtıcı tematik analiz kullanılmıştır. Sonuçlar hem öğretmen hem de akran geri bildiriminin değerli olarak algılandığını, ancak öğretmen geri bildiriminin sürekli olarak daha profesyonel, spesifik, ayrıntılı, eylem odaklı ve motive edici olarak değerlendirildiğini ortaya koymaktadır. Akran geri bildirimi ise destekleyici tonu ve yansıtıcı değeri nedeniyle takdir edilmiştir. Katılımcıların çoğu her iki geri bildirim türünü de almayı tercih etmiş, ancak hiçbiri yalnızca akran geri bildirimini tercih etmemiştir.

Anahtar Kelimeler

• öğretmen adayları
• mikro öğretim
• öğretmen geri bildirimi
• akran geri bildirimi

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