Microteaching and Peer Assessment in Mathematics Teaching Practice A journal of educational research and practice

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dc.authoridPoçan, Serdal/0000-0001-6901-0889
dc.authoridİLHAN, Aziz/0000-0001-7049-5756
dc.authoridözdemir, Ferhat/0000-0002-8913-531X
dc.authoridAslaner, Recep/0000-0003-1037-6100
dc.authorwosidPoçan, Serdal/GLS-7778-2022
dc.authorwosidİLHAN, Aziz/AFE-0776-2022
dc.authorwosidözdemir, Ferhat/HPE-6935-2023
dc.contributor.authorIlhan, Aziz
dc.contributor.authorPocan, Serdal
dc.contributor.authorAslaner, Recep
dc.date.accessioned2024-08-04T20:59:58Z
dc.date.available2024-08-04T20:59:58Z
dc.date.issued2023
dc.departmentİnönü Üniversitesien_US
dc.description.abstractWhen 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.en_US
dc.identifier.endpage57en_US
dc.identifier.issn1183-1189
dc.identifier.issue2en_US
dc.identifier.startpage29en_US
dc.identifier.urihttps://hdl.handle.net/11616/103693
dc.identifier.volume32en_US
dc.identifier.wosWOS:001031564400003en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherBrock Univ, Fac Educationen_US
dc.relation.ispartofBrock Education-A Journal of Educational Research and Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMicroteaching methoden_US
dc.subjectpeer assessmenten_US
dc.subjectteaching practiceen_US
dc.subjectmathematics educationen_US
dc.titleMicroteaching and Peer Assessment in Mathematics Teaching Practice A journal of educational research and practiceen_US
dc.typeArticleen_US

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