The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief

Oct 15, 2026

Uploaded by Jasmine

This study explores how feedback grounded in different self-efficacy belief sources shapes the reciprocal interaction between teaching performance and self-efficacy beliefs in student teachers. Using a single case study design, semi-structured interviews were conducted with six volunteer fifth-grade chemistry student teachers. Inductive analysis showed that feedback type directly influenced both self-efficacy beliefs and teaching performance, highlighting key pathways for developing teaching understanding for oneself and others.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Introduction

The Impact of Performance Evaluation on Student Teachers’Development

The Definition of Feedback

The Role of Feedback in Performance Evaluation of Student Teachers

Australian Journal of Teacher Education | Volume 39 | Issue 3 | Article 3 | | --- | --- | 2014 The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief NalanAkkuzu University of Dokuz Eylul, [nalan.akkuzu@gmail.com](nalan.akkuzu@gmail.com) Recommended Citation Akkuzu, N. (2014). The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief. Australian Journal of Teacher Education, 39 (3). Retrieved from [http://ro.ecu.edu.au/ajte/vol39/iss3/3](http://ro.ecu.edu.au/ajte/vol39/iss3/3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol39/iss3/3](http://ro.ecu.edu.au/ajte/vol39/iss3/3) Australian Journal of Teacher Education The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief Nalan Akkuzu University of Dokuz Eylul , Turkey Abstract: The purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs . A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and teaching performance. The data for this study were collected in the form of semi structured interviews from 6 volunteer 5th-grade chemistry student teachers . The data were analyzed based on an inductive analytical approach. The results indicated that different types of feedback based on self-efficacy belief sources directly affected the student teachers’ self-efficacy beliefs and teaching performance. It may be concluded that different types of feedback provided key paths for student teachers to better understand their own developing teaching performance and that of other teachers . Introduction From past to present, student teachers have encountered various difficulties in their practice teaching. Teaching performance evaluation is the most important subject in teaching practice in terms of solving these difficulties and creating qualified teachers who can pursue their own professional development through reflection and self-evaluation (Kagan, 1992) . Furthermore , teacher education can be conceptualized as a space for student teachers to explore and continue to renegotiate their teaching performance and professional competence . According to Danielson & McGreal (2000), teaching performance evaluation is a continuous process of learning, goal achievement, communication and assessment , as well as a means of becoming a professional learner . In this respect, feedback as a teaching performance evaluation practice has been suggested as a systematic means for promoting learning and growth. A number of studies have demonstrated that feedback may, indeed , stimulate growth in learning to teach and may effect positive change in student teachers (Brent & Thomson, 1996; Ganesh & Matteson, 2010; Peker, 1992; Traister, 2005) . In order to improve our understanding of the effects of feedback , the present study focuses on explaining the role of feedback in student teachers’performance, as well as how it contributes to their professional development. The Impact of Performance Evaluation on Student Teachers’Development In order to become effective and competent teachers , student teachers are exposed to authentic teaching environments in practicum schools. However, if the number of live teaching practice sessions is minimal , and student teachers’performances are not systematically evaluated through various informative agents , they may not be able to successfully identify the elements of good teaching; this may result in a lack of awareness of necessary teaching skills (Boz & Boz, 2006; Paker, 2005). Consequently, student teachers Vol 39, 3, March 2014 37 Australian Journal of Teacher Education

FAQs

What is the main purpose of the study?

To explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs.

How was the study conducted and what data were collected?

A single case study design was used, and semi-structured interviews were collected from six volunteer fifth-grade chemistry student teachers.

What do the results indicate about feedback?

Different types of feedback based on self-efficacy belief sources directly affected student teachers’ self-efficacy beliefs and their teaching performance.

Oct 15, 2026

Uploaded by Jasmine