Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation

Dayal, Hem Chand; Alpana, Reema

doi:10.15663/wje.v25i0.686

Cited by 9 publications

(19 citation statements)

References 22 publications

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“…By knowing the others' point of view, the teachers are able to find the most effective strategy in learning and also improve themselves as a reflective thinking teacher. In line with this finding Manurung & Listiani (2020) argued as a reflective thinking teacher, evaluate teaching practice is their responsibility to find out what their strength and weakness as pointed out by Dayal and Alpana (2020) the teachers can utilize feedback to improve their reflection practice. The teachers also perceived that they integerated their past experience in order to enhance their further teaching practice.…”

Section: Findings and Discussionmentioning

confidence: 84%

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

Ayu

Myartawan

Pratiwi

2021

TATEFL

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The aim of this study is to analyze the ability of the English teachers’ reflective thinking skills during online learning at SMAS Laboratorium Undiksha. The design used for this study was a qualitative descriptive study using a questionnaire namely TRTQ (Teacher’s Reflective Thinking Questionnaire) as the instrument that was distributed to three English teachers at SMAS Laboratorium Undiksha as participants in this study. The results of this study showed that all the English teachers in SMAS Laboratorium Undiksha have perceived themselves as advanced teachers in the implementation of reflective thinking practice by doing reflective thinking ability such as (reflective thinking skill, self-assess ability, self-belief, and teaching awareness).

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Section: Findings and Discussionmentioning

confidence: 84%

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

Ayu

Myartawan

Pratiwi

2021

TATEFL

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“…This quote conveys Guem Chinson's sense of frustration about what she perceived to be a significant imbalance in the amount of feedback that she provided for her peer and the amount of feedback that she was given herself. Several other researchers discussed the limited detail provided as a drawback of peer feedback (Dayal & Alpana, 2020;Hidayah & Indriani, 2021) noting that peer feedback could be insufficient and undetailed (Erdemir & Yes xilc xınar, 2021). One possible explanation for this shortcoming in the feedback are that the pre-service teacher peers may simply lack the knowledge and experience necessary to provide helpful feedback (Erdemir & Yes xilc xınar, 2021).…”

Section: Rq3: What Suggestions Do Pre-service Efl Teachers Have To Im...mentioning

confidence: 99%

“…Thus, they can gain a clearer understanding of what teaching practices are most appropriate to their context (Dochy et al, 1999) ultimately fostering their professional development (Roth et al, 2011). This reflection facilitated by access to microteaching videos can also make pre-service teachers aware of their relative strengths and weaknesses as teachers (Dayal & Alpana, 2020; Gungor, 2016) and their unconscious behaviors while teaching (Eröz-Tuğa, 2013; Serdar Tülüce & Çeçen, 2018) that they unaware of (Agbayahoun, 2017) thereby improving their future teaching (Saban & Çoklar, 2013).…”

Section: Review Of Related Research Literaturementioning

confidence: 99%

“…Possibly due in some degree to this mistrust, others have reported that some participants disagreed with their peer's feedback and thought that they were underestimated by their peers whose feedback did not have enough justification for the claims they made (Hidayah & Indriani, 2021). Others objected that the feedback that they received was too superficial (Dayal & Alpana, 2020;Hidayah & Indriani, 2021) possibly because peers lack the knowledge or experience to give helpful feedback (Erdemir & Yes xilc xınar, 2021).…”

Section: Microteaching and Peer Feedbackmentioning

confidence: 99%

“…That is, she did not only learn from watching the positive aspects of her peer's lesson, she also learned from seeing their limitations. This learning from peers is possible because videos can expose pre-service teachers to diverse and vivid teaching situations (Wang & Hartley, 2003) and combining video with critical reflection can make future teachers more conscious of their strengths where they need to improve as teachers (Brookfield, 2017;Dayal & Alpana, 2020;Gungor, 2016;Hama & Osam, 2021) that they otherwise may not have considered (Agbayahoun, 2017). This can in turn improve their future teaching (Gungor, 2016;Saban & C xoklar, 2013).…”

Section: Learnmentioning

confidence: 99%

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Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

Murphy Odo

2023

Sage Open

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Video recordings have been used in pre-service teacher preparation programs to facilitate greater self-reflection through pre-service teachers’ observation of their own and their peers’ microteaching. Few studies have, however, examined the perceptions of pre-service teachers regarding the use of peer feedback reaction videos on their microteaching. Therefore, video-recorded microteaching lessons were taught by preservice English teachers and then they were given video recordings of their peer’s reaction and feedback to their microteaching video. Qualitative data about their perceptions of microteaching and feedback they received were collected and analyzed. Participants indicated that the peer reaction video feedback helped them to discern their strengths and weaknesses as teachers, and learn more about how to teach from observing others. They also said it allowed them to view themselves through others’ eyes, provided detailed feedback, encouraged honest feedback, and allowed them to analyze and reflect on their own practice. Among the criticisms they raised were feeling like they were unprepared, concerns about technical difficulties, and reacting emotionally to negative feedback. Recommendations made to improve the peer reaction video feedback experience were to provide more detail in the feedback using more detailed feedback guidelines and sample lesson activities beforehand. Implications for practice are also discussed.

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The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom

Conley

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Informal feedback on instructional practices in the middle school classroom has potential to positively influence lesson design and pedagogy. The purpose of this action research study was to investigate and advance the use of peer-to-peer (i.e., teacher-to-teacher) informal instructional feedback between middle school English teachers at Apricot Middle School to improve the pedagogical practices of educators by soliciting feedback on their lesson plans and pedagogy from peers. The primary research question was "what impact does the advancement of peer-to-peer (i.e., teacher-to teacher) feedback have on middle school English lesson design and pedagogy?" and focused on the development and use of an informal feedback process for English teachers at Apricot Middle School in an urban school district in the northeastern portion of the United States. The use of informal feedback to improve instruction was defined as ongoing, frequent, nonevaluative informal feedback given by a practicing teacher to another teacher focused on advancing effective instructional practices identified at the school as ensuring high-quality instruction. The study applied a mixed methods theory in which teachers were conveniently sampled. Cycle 1 data collection included interviews, surveys, observations, and artifacts.Cycle 2 executed the development of a common definition of effective teaching practice and the creation of two mechanisms for feedback: one for lesson planning and one for pedagogical observation.Findings included the importance of definitions, understanding social networks, creating space, and commitment to improvement. Recommendations include allowing teachers to develop their vision for effective teaching based on their school context, having staff members be a part of the creation of the feedback mechanism, expanding opportunities for feedback to other instructors in the school, providing time for collaboration, and continuing the use of iterative practice to improve professional learning.

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Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation

Cited by 9 publications

References 22 publications

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom

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