Microteaching and Peer Assessment in Mathematics - Teaching Practice - A journal of educational research and practice 2023 Vol. 32 (2) 29-57

Oct 15, 2026

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The study examines essential teacher characteristics such as critical thinking, active learning, responsibility, evaluation, analysis, self-evaluation, and reflective thinking through microteaching and peer assessment. Microteaching is treated as sharing a course segment with peers and collecting feedback from peers or advisors. Peer assessment focuses on constructive suggestions, review, and feedback based on predetermined criteria. Pre-service mathematics teachers’ views are explored using phenomenological design, interviews, and a 14-week implementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Introduction

Micro Instruction

Peer Review

Microteaching and Peer Assessment in Mathematics Teaching Practice A journal of educational research and practice 2023 Vol. 32 (2) 29−57 [https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked) Aziz İlhan1 , Serdal Poçan2* , Recep Aslaner 1 1 İnönü University 2 Bingöl University Abstract When considering the characteristics that teachers should have, concepts such as critical thinking, active learning, taking responsibility, evaluation, analysis, self-evaluation and reflective thinking are important. In this context, microteaching and peer assessment methods come to the fore. Microteaching is defined as sharing a part of the course with peers and receiving feedback from peers or advisors. Peer assessment, on the other hand, involves providing constructive suggestions among peers, reviewing, and giving feedback in accordance with predetermined criteria. In this study, pre-service teachers' views on microteaching and peer assessment methods are evaluated. The research was designed in accordance with the phenomenological pattern. The participants consisted of eight pre-service mathematics teachers studying in the Department of Elementary Mathematics Teaching at a university in Turkey. Interviews about microteaching and peer assessment were used as data collection tools. A 14-week microteaching and peer assessment implementation process was carried out with the participants. As a result of this process , pre-service mathematics teachers' perceptions about these concepts were obtained. As a result, the pre-service teachers stated that the application provided positive developments in their cognitive, affective , and psychomotor behaviours and that they gained professional experience. Keywords: Microteaching method, peer assessment, teaching practice, mathematics education. * [spocan@bingol.edu.tr](spocan@bingol.edu.tr) Introduction In education, individuals shape their knowledge cumulatively and internalize the feedback they receive from their environment. Thus, the success of education depends on the level of development of mnemonic processes that enable people to retain, preserve, and reproduce the knowledge acquired during their interaction with the outside world (Drushlyak et al. , 2021) . At this point, learning models come into play. The aim of learning models used in teaching processes is to develop the personality, desire to learn and the ability of individuals (Kholmatova, 2020) . Concepts such as critical thinking, problem solving, and active learning are important in this context. The components that constitute the essence of critical thinking are listed by Faccione (1998) as analyzing, self-regulating, interpreting, inferring, explaining, and evaluating. Critical thinking is a concept that is considered important for learning-teaching activities as well as the problem-solving process. Critical thinking is one of the characteristics that higher education institutions try to develop in students to help them contribute effectively to the global workforce (Liu et al. , 2014) . Although there is a consensus that critical thinking can be promoted by designing specific teaching strategies (Butler et al. , 2017), little is known about how to promote critical thinking in classrooms (Caceres et al. , 2020) . As one of the most important components of the teaching process, teachers need to shape and develop their teaching skills. Teaching skills are among the basic skills that a teacher should possess. Therefore, pre-service teachers need to continuously train to improve their teaching skills (Dirgantoro, 2019) . However, at this point, different abilities and behaviours between individuals may become apparent. As a result, it is important to know and use different methods and techniques when learning and relearning (Etcuban & Pantinople, 2018) . Micro Instruction Microteaching was first used at Stanford University in the 1960s to improve the quality of student learning i

FAQs

How are microteaching and peer assessment defined in the study?

Microteaching is defined as sharing a scaled-down lesson with peers and receiving feedback from peers or advisors. Peer assessment involves providing constructive suggestions and reviewing and giving feedback based on predetermined criteria.

What research design and participants were used?

The research follows a phenomenological pattern. Eight pre-service mathematics teachers studying in the Department of Elementary Mathematics Teaching at a university in Turkey participated, and interviews were used as the data collection tool.

What did the 14-week implementation process produce?

After a 14-week microteaching and peer assessment implementation, pre-service teachers’ perceptions about these concepts were obtained. Participants reported positive developments in their cognitive, affective, and psychomotor behaviors and gained professional experience.

Oct 15, 2026

Uploaded by Bulrr