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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.  \nKeywords: Microteaching method, peer assessment, teaching practice, mathematics education.  \n* [spocan@bingol.edu.tr](spocan@bingol.edu.tr)  \nIntroduction  \nIn 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) .  \nMicro Instruction  \nMicroteaching was first used at Stanford University in the 1960s to improve the quality of student learning i","cbCain43gOKuY9co","https://ap.wps.com/l/cbCain43gOKuY9co","pdf",300411,29,"English","# Introduction\n## Micro Instruction\n## Peer Review","[{\"question\":\"How are microteaching and peer assessment defined in the study?\",\"answer\":\"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.\"},{\"question\":\"What research design and participants were used?\",\"answer\":\"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.\"},{\"question\":\"What did the 14-week implementation process produce?\",\"answer\":\"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.\"}]","Microteaching and Peer Assessment in Mathematics - Teaching Practice - A journal of educational research and practice 2023 Vol. 32 (2) 29-57 | PDF",1792080657,73]