You are here

Home » Content

The Effects of Post-Observational Reflective Feedback Modes on Teaching Beliefs: Peer vs. Teacher-Mediated Feedback

Journal Name:

  • Turkish Online Journal of Qualitative Inquiry

Publication Year:

  • 2011

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
The aim of this study was to investigate whether the pre-service teachers' language teaching beliefs changed as a result of two different post-observational reflective feedback modes; teacher mediated and peer feedback, during their teaching practice. For each post-observational feedback mode, two groups of eight Turkish pre-service language teachers attending to the final year at English Language Teaching Department at Anadolu University, totally 16 pre-service teachers participated in the study. The qualitative and quantitative data was collected at the beginning and end of the different feedback treatments from each group. The results indicated that the feedback modes on pre-service teachers' teaching practice could influence their beliefs about teaching. Peer feedback had a potential to change the teachers' beliefs through critical reflection skills that were fostered as a result of collaboration within the peer group.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-effects-post-observational-reflective-feedback-modes-teaching-beliefs-peer-vs.teacher-mediated-feedback.pdf
  • 1
38
56
  • English

REFERENCES

References: 

Andrews, S. (2003). „Just like instant noodles': L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice, 9(4), 351-375.
Andrews, S. (2006). The evolution of teachers' language awareness. Language Awareness, 15 (1), 1¬19.
54
Turkish Online Journal of Qualitative Inquiry, January 2011, 2(1)
Borg, M. (2001). Teacher's beliefs. ELT Journal- 55(2), 187-189.
Butler, D.L., & Winne, P.h. (1995). Feedback and Self-regulated Learning: A theoretical Synthesis. Review of Educationa- Research- 65(3), 245-281.
Cook, P.F., Young, J.R., & Evensen, N. (2001). Using mediated eearning to improve the /eve- of reflection of preservice teachers. Paper presented to International Conference on Learning Potential in Canada.
Cornu, R. L. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring and Tutoring, 13(3). 355-366.
Creswell, J. W. (2005). Educational research: Planning, condacting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Doyle, M. (1997). Beyond life history as a student: Preservice teachers' beliefs about teaching and learning. College Student Journal, 31, 519-532.
Forbes, C. T. (2004). Peer mentoring in the development of beginning secondary science teachers: Three case studies. Mentoring and Tutoring- 12(2), 219-239.
Gebhard, J. G., & Oprandy, R. (1999). Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: CUP.
Hyland, F., & Loi M. M. (2006). Examining interaction in the teaching practicum: Issues of language, power and control. Mentoring and Tutoring, 14(2), 163-186.
Kari, B. (2000). Language teacher observation and reflective diaries: An alternative perspective, Education- Fall, 1-8. Retrieved March 03, 2009, from http://www.teachingacademy.wisc.edu/Assistance/MOO/listfb.htm
Mayring, P. (2000). Qualitative content analysis. Forum Quaiitative Social Research. 1(2). Retrieved November 25, 2010, from
http: //www.qualitative-resea rch .net/index.php/fqs/a rticle/viewArticle/1089/2385
Miles, M. B., & Huberman, A. M. (1994). Quaiitative data analysis: An expanded sourcebook (2nd Ed.). California: Sage Publications
Nissila, S. (2005). Individual and collective reflection: How to meet the needs of development in teaching. European Journal of Teacher Education. 28(2), 209-219.
Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains untold. Educationa-Research- 47(1), 25-44.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educationa-Research-10(2), 205-217.
55
Turkish Online Journal of Qualitative Inquiry, January 2011, 2(1)
Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29, 177-195.
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge:
CUP.
Richards, J. Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers' beliefs and the processes of change. The PAC Journal, 1(1), 41-62.
Sanders, M., Dowson, M., & Sinclair, C. (2005). What do associate teacher do anyway? A Comparison of theoretical conceptualizations in the literature and observed practices in the field. Teachers Colege Record- 107(4), 706-738.
Sinclair, C., Munns, G., & Woodward, H. (2005). Get real: Making problematic pathway into teaching profession. Asia-Pacific Journal of Teacher Education, 33(2), 209-222.
Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289-302.
Yost, D., Sentner, S., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education Programming in the 21st Century, Journal of Teacher Education, 51(1), 39-49.

Thank you for copying data from http://www.arastirmax.com