Akademik Veri Yönetim Sistemi
ASES INTERNATIONAL ACADEMIC RESEARCH CONGRESS, İstanbul, Türkiye, 29 - 31 Mayıs 2025, ss.553, (Özet Bildiri)
This study investigates how English teacher candidates determine and express the positive and negative aspects of their peers' teaching practices in microteaching sessions. Based on third- year English language teaching students' collaborative reflection reports, the study seeks to determine whether these peer-reflection reports are transcendent of descriptive observation and display the resulting instructional awareness, especially in areas such as student engagement, classroom management, student achievement, and instructional clarity. A corpus of six reflection reports was analysed using qualitative content analysis. Thematic coding disclosed several persistent patterns, such as repeated praise for classroom management, focus on student motivation and attitude, and occasional criticism of time management and use of language. Surprisingly, although the teacher candidates were able to demonstrate overall strong teaching performance, such as the use of visual aids, motivational support, and continuous monitoring, they were unable to critically evaluate deficiencies in their teaching performance. Most of the criticisms were either lacking clarity (“she had to finish earlier”) or were based on the teacher's actions in the classroom rather than on instructional objectives or pedagogical design. The results reveal that teacher candidates are in the early stages of instructional discernment but are still not fully competent in critical evaluation of their teaching performance. This highlights the need for more frequent reflective practices and greater support for critical observation skills in teacher training programs. This preliminary study contributes to ongoing studies on critical reflection in teaching and contributes to the professional development of teacher candidates by improving their pedagogical understanding through peer feedback.
Key words: Microteaching, reflection report, peer-reflection, reflective practice