Microteaching and Peer Assessment in Mathematics Teaching Practice

Autor/inn/en	Ilhan, Aziz; Poçan, Serdal; Aslaner, Recep
Titel	Microteaching and Peer Assessment in Mathematics Teaching Practice
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 32 (2023) 2, S.29-57 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Microteaching; Mathematics Instruction; Peer Evaluation; Elementary School Teachers; Mathematics Teachers; Preservice Teachers; Student Attitudes; Program Effectiveness; Foreign Countries; Skill Development; Cognitive Development; Metacognition; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Schülerverhalten; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Türkei
Abstract	When considering the characteristics that teachers should have, concepts such as critical thinking, active learning, taking responsibility, evaluation, analysis, self-evaluation and reflective thinking are important. In this context, microteaching and peer assessment methods come to the fore. Microteaching is defined as sharing a part of the course with peers and receiving feedback from peers or advisors. Peer assessment, on the other hand, involves providing constructive suggestions among peers, reviewing, and giving feedback in accordance with predetermined criteria. In this study, pre-service teachers' views on microteaching and peer assessment methods are evaluated. The research was designed in accordance with the phenomenological pattern. The participants consisted of eight pre-service mathematics teachers studying in the Department of Elementary Mathematics Teaching at a university in Turkey. Interviews about microteaching and peer assessment were used as data collection tools. A 14-week microteaching and peer assessment implementation process was carried out with the participants. As a result of this process, pre-service mathematics teachers' perceptions about these concepts were obtained. As a result, the pre-service teachers stated that the application provided positive developments in their cognitive, affective, and psychomotor behaviours and that they gained professional experience. (As Provided).
Anmerkungen	Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01