Analyzing the ramifications of peer feedback practices leveraging self-recorded microteaching videos for student teachers at a university of technology

Abstract

This study investigates how peer feedback on self-recorded microteaching videos influences student teachers' performance and reflective skills at the University of Technology. While existing literature highlights the advantages of video-based microteaching for teacher training, the specific uses and factors affecting their implementation remain underexplored. This research aims to address that gap by examining the impact of peer feedback in this context. The paper is couched from a social constructivist perspective, as outlined by Bandura's social learning theory, which suggests that individuals learn through observing and modelling others' behaviours. This qualitative study used a purposive sample of 20 third-year Bachelor of Education student teachers. Data was collected through observations, individual interviews, focus group interviews, and analysis of reflective documents. The collected data was thematically analysed. The findings suggest that using self-recorded microteaching videos and peer feedback effectively enhances preservice teachers' skills and reflective capabilities, aiding their transition into the teaching profession. It also boosts their pedagogic decision-making and professional development. The study recommends that teacher education programs implement clear guidelines for the peer feedback process, focusing on constructive feedback to create a collaborative and inclusive learning environment.