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The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback

Year 2011, Volume: 2 Issue: 1, 38 - 56, 01.01.2011

Abstract

The aim of this study was to investigate whether the pre-service teachers' language teaching beliefs changed as a result of two different post-observational reşective feedback modes; teacher mediated and peer feedback, during their teaching practice. For each post-observational feedback mode, two groups of eight Turkish pre-service language teachers attending to the final year at English Language Teaching Department at Anadolu University, totally 16 pre-service teachers participated in the study. The qualitative and quantitative data was collected at the beginning and end of the different feedback treatments from each group. The results indicated that the feedback modes on pre-service teachers’ teaching practice could influence their beliefs about teaching. Peer feedback had a potential to change the teachers’ beliefs through critical reşection skills that were fostered as a result of collaboration within the peer group

Year 2011, Volume: 2 Issue: 1, 38 - 56, 01.01.2011

Abstract

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Details

Primary Language English
Journal Section Articles
Authors

İlknur Yuksel This is me

Publication Date January 1, 2011
Submission Date February 6, 2015
Published in Issue Year 2011 Volume: 2 Issue: 1

Cite

APA Yuksel, İ. (2011). The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback. Turkish Online Journal of Qualitative Inquiry, 2(1), 38-56. https://doi.org/10.17569/tojqi.32140
AMA Yuksel İ. The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback. TOJQI. January 2011;2(1):38-56. doi:10.17569/tojqi.32140
Chicago Yuksel, İlknur. “The Effects of Post-Observational Feedback Modes on Teaching Beliefs : Peer Vs. Teacher-Mediated Feedback”. Turkish Online Journal of Qualitative Inquiry 2, no. 1 (January 2011): 38-56. https://doi.org/10.17569/tojqi.32140.
EndNote Yuksel İ (January 1, 2011) The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback. Turkish Online Journal of Qualitative Inquiry 2 1 38–56.
IEEE İ. Yuksel, “The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback”, TOJQI, vol. 2, no. 1, pp. 38–56, 2011, doi: 10.17569/tojqi.32140.
ISNAD Yuksel, İlknur. “The Effects of Post-Observational Feedback Modes on Teaching Beliefs : Peer Vs. Teacher-Mediated Feedback”. Turkish Online Journal of Qualitative Inquiry 2/1 (January 2011), 38-56. https://doi.org/10.17569/tojqi.32140.
JAMA Yuksel İ. The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback. TOJQI. 2011;2:38–56.
MLA Yuksel, İlknur. “The Effects of Post-Observational Feedback Modes on Teaching Beliefs : Peer Vs. Teacher-Mediated Feedback”. Turkish Online Journal of Qualitative Inquiry, vol. 2, no. 1, 2011, pp. 38-56, doi:10.17569/tojqi.32140.
Vancouver Yuksel İ. The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback. TOJQI. 2011;2(1):38-56.