Effects of Student Feedback on Teaching Competence of Student Teachers: A Microteaching Experiment

Chawla, Vibha; Thukral, Praveen

doi:10.30935/cedtech/6044

Cited by 6 publications

(4 citation statements)

References 5 publications

(3 reference statements)

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“…She believes that micro teaching classes need an open-minded person and high motivation to evaluate themselves. Microteaching real-time feedback invites more students' responses than interaction analysis feedback, according to (Chawla & Thukral, 2011). That is because micro teaching feedback helps the classroom performance of language teachers significantly since it can influence the next student's performance after the lecturer starts to give the feedback.…”

Section: Introductionmentioning

confidence: 99%

Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

Hidayah

Indriani

2021

Metathesis.J.Engl.Lang.Lit.Teach.

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<p class="16">Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collecting data. The researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecture and their peers. The teacher trainee showed a positive perspective in using real-time feedback. They thought the process helped increased their professional development. Many student-teachers were engaged in giving real-time feedback to other student teacher's performance. They realized that real-time feedback helped them positively. However, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. Teacher trainees also thought that online classes are increasing the opportunity for misunderstanding.</p>

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Section: Introductionmentioning

confidence: 99%

Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

Hidayah

Indriani

2021

Metathesis.J.Engl.Lang.Lit.Teach.

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“…The results also showed that students are more content with activities that challenge them to think about material relative to their own experiences. Moreover, Chawla and Thukral (2011) determined the effects of student feedback in developing teaching competence among student teachers. The study was conducted on ten student-teachers.…”

Section: Review Of the Literaturementioning

confidence: 99%

The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing

Zarearsanjani

Faruji

2021

IJREE

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This study attempted to investigate the effect of using focused vs. unfocused metalinguistic feedback on Iranian EFL learners' use of dependent clauses in writing. On the basis of an Oxford Quick Placement Test, 60 learners out of 90 intermediate female EFL learners with the age range of 17 to 27 from Melal language institute in Karaj were chosen to participate in the study. They were assigned to two experimental groups. The homogeneity of the two groups in terms of writing ability was determined by comparing their means in a writing pretest. The treatment was done through using focused feedback for the first experimental group and unfocused feedback in the second experimental group during 14 session. At the end of the treatment, a writing test was conducted as the posttest. The results of Paired Samples t-test showed that the participants in both experimental groups performed better in writing posttest. However, the results of one-way ANCOVA showed that there was no significant difference between the two groups' means on the posttest scores of achievements in accurate use of dependent clauses between two groups. The results were discussed in relation to some implications and recommendations for further research.

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“…Students' reflection was related to the openness of the task, as they had to make decisions about many different aspects of their teaching, and increased knowledge of the possibilities for productive reflection during planning may also contribute to understanding of how teacher educators may make reflection an integral part of microteaching [18]. Feedback has been found to be effective in improving the general teaching competence of student [15] [19]. Through the teaching section, students organize teaching practices well, and they were very communicatively with planning the process, and feel that it can be applied to normal classroom situations and focused on specific skills [20].…”

Section: Fig 1 Lcmt Modelmentioning

confidence: 99%

The Effect of Distance Learning With Learner Center Micro Teaching Model On Student’ Teaching Confidence and Teaching Skills

Nasar

Kaleka

2020

J. Ilmu. Pend. Fisika

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The purpose of this study is to find the effect of distance learning through learner center micro teaching model on students’ teaching confidence and teaching skills. The research design uses quasi-experimental research and pretest-posttest non controlled group design. The population is physics education students on sixth semester who was programming micro teaching courses. Purposes sampling technic used to get research sample and 31 students take part on this course. Data collected by using questionnaire on variables of teaching confidence and assessment rubric on variables of teaching skills. Teaching confidence and teaching skills are analyzed through normalized-gain and pair sample t-test. Data calculated use SPSS and the result is: 1) teaching confidence has normalized-gain <g> = 0,535 (moderate) and t = 12,336 (sig.=0,000); 2) teaching skills has normalized-gain <g> = 0,566 (moderate) dan t = 9,690 (sig.=0,000). The result shows the effect of distance learning through learner center micro teaching (LCMT) model can improve teaching confidence and teaching skills of physics education students on FKIP Universitas Flores.

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Effects of Student Feedback on Teaching Competence of Student Teachers: A Microteaching Experiment

Cited by 6 publications

References 5 publications

Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing

The Effect of Distance Learning With Learner Center Micro Teaching Model On Student’ Teaching Confidence and Teaching Skills

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