Ilhan, AzizPocan, SerdalAslaner, Recep2024-08-042024-08-0420231183-1189https://hdl.handle.net/11616/103693When 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.eninfo:eu-repo/semantics/closedAccessMicroteaching methodpeer assessmentteaching practicemathematics educationArticle3222957WOS:001031564400003Q2