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Quality of Preservice Teachers’ Academic Feedback: Evidence from Instructional Videos
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, , Texas Tech University, United States ; , University of South Carolina, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This qualitative study assessed the quality of feedback exchanged among preservice teachers after completing self and peer-evaluation reports of their instructional practices. During their last semester in a teacher education program in the Southwest, twenty-five preservice teachers video-recorded their own teaching sessions using Teachscape software. Later, each participant tagged of his/her recorded lessons for evidence of effective instructional strategies, and then shared it with two peers. Teacher candidates followed a rating rubric to evaluate and rate their own lesson and both of their peers. This study analyzed a total of 25 self-evaluation and 50 peer-evaluation reports. For an in-depth analysis of the quality of the feedback exchanged among preservice teachers, this study additionally looked at the video tags and the informal feedback exchanged among preservice teachers through an online discussion forum. Results indicated that participants perceived their own lessons to be highly effective while peer evaluation was rated considerably low.

Citation

Zaier, A., Maina, F. & Arslan-Ari, I. (2019). Quality of Preservice Teachers’ Academic Feedback: Evidence from Instructional Videos. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2117-2120). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from .