Action research: video-assisted written constructivist feedback of ELT student teachers in micro-teaching sessions

Yıl 2017, Cilt: 6 Sayı: 2, 174 - 192, 21.06.2017

Elif Bozyiğit Gonca Yangın Ekşi

Öz

Language teacher education programs and research on
effective teacher education programs highlight the importance of micro-teaching
technique (Kumaradivelu, 2012). Feedback sessions following microteaching
practices provide opportunity for professional development of student teachers.
However, literature on effective feedback sessions following micro-teaching
experiences in ELT departments in Turkish context is limited. This action
research is conducted to find out effectiveness of video-assisted written constructivist
feedback sessions following microteaching practices on increasing student
teachers’ participation in feedback provision and on altering their perceptions
towards these feedback sessions. Constant comparison method of content analysis
was conducted on the qualitative data gathered from 40 student teachers in ELT
department at a state university. The results of the 6-week implementation
indicate effectiveness of these feedback sessions. It was found out that
student teachers’ participation increased, and their perceptions towards
providing and receiving feedback turned into positive. Thus, the results of the
study implicate a video-assisted written constructivist feedback sessions
following the microteaching performances to enable student teachers provide and
receive more effective feedback.

Anahtar Kelimeler

Microteaching, Feedback, Constructivism, Student Teachers, English Language Teaching

Kaynakça

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