Feedback plays an indispensable role in pre-service teachers' microteaching practice. It provides essential information about their microteaching performance, which is of great significance in their reflection and improvement. As AI and teaching analytics advance, feedback is no longer exclusively human-generated. AI technologies are increasingly…

New questions and concerns arise every day about the impact of AI in schools, such as how teachers will learn about AI and leverage it in their classrooms, how they can use it to develop their own teaching expertise, and if AI for educators really leads to better teaching and learning. The authors believe that AI can help teachers become more…

This study investigated how teacher educators utilize feedback to enhance reflective practices among pre-service teachers during microteaching sessions. Conducted at a government-run teacher education college in Ethiopia, this research adopted a case study approach, employing semi-structured interviews, Focus Group Discussions (FGD), and…

This exploratory practice study examined the effectiveness of the feedback strategies currently in use at the Higher Institute of Applied Studies in the Humanities of Mahdia in relation to the practice of microteaching for Tunisian pre-service teachers. Qualitative and quantitative data from third-year students majoring in Education and Teaching…

Video recordings have been used in pre-service teacher preparation programs to facilitate greater self-reflection through pre-service teachers' observation of their own and their peers' microteaching. Few studies have, however, examined the perceptions of pre-service teachers regarding the use of peer feedback reaction videos on their…

The objective of this article is to present the findings of video recorded communication between candidates in a graduate initial teaching licensure (GITL) program and peers during simulated micro-teaching across three consecutive seminar quarter. The micro-teaching activity combines conventional face-to-face interaction, video micro-teaching,…

This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master's degree (MEd) in vocational education at the FH Münster…

Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ…

This study observed the effect of video recording of microteaching training in comparison with traditional teaching on student teachers' performance while practicing teaching. Fifty student teachers of Regional Institute for Teacher Education female Abbottabad comprised the sample of the study. Pre-test post-test equivalent group design was used…

In this study of microteaching in a secondary English methods course, we intentionally stray from normative assessment practice, instead asking pre-service teachers to provide feedback on their peers' microteaching using assessment practices designed to orient them "figuratively." The term 'figurative' refers to 'figurative language':…

Formative assessment and feedback strategies play a core role in effective learning and instruction. Thus, teachers should be able to effectively apply the theoretical and empirical insights on formative assessment and feedback strategies in their classrooms. However, designing and implementing formative feedback strategies are complex tasks.…

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers' RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many…

Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a microteaching setting. Using 20 pre-service teachers' post-microteaching (MT) reflection, we explored how…

This research was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in…

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Preservice teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve…