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

Abstract

Abstract

Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a micro-teaching setting. Using 20 pre-service teachers post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their MT. The findings indicate that per-service teachers find both peer and lecturer feedback useful in terms of in terms of identifying their strengths and weaknesses as well as proving incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge.  The findings reaffirm the importance of peer and self-evaluation in teacher education.