Abstract
This study explored the quality of preservice teachers’ self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and peer-evaluation. Preservice teachers rated themselves considerably higher compared with their peer-evaluation. The quality of the academic feedback and evaluation remained at the surface level with a mismatch between areas of refinement and areas of reinforcement. Evidence-based feedback and constructive criticism for areas of refinement were openly given during the informal discussion forums. Despite the inconsistency, preservice teachers perceived online communication through discussion posts as a valuable source of building relationships and providing support system.
Original language | English |
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Pages (from-to) | 19-27 |
Number of pages | 9 |
Journal | Journal of Education |
Volume | 201 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2021 |
Keywords
- academic feedback
- instructional videos
- online discussions
- peer-evaluation
- preservice teachers
- self-evaluation