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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.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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|\n\n2014  \nThe Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief  \nNalanAkkuzu  \nUniversity of Dokuz Eylul, [nalan.akkuzu@gmail.com](nalan.akkuzu@gmail.com)  \nRecommended Citation  \nAkkuzu, 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).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss3/3](http://ro.ecu.edu.au/ajte/vol39/iss3/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss3/3](http://ro.ecu.edu.au/ajte/vol39/iss3/3)  \nAustralian Journal of Teacher Education  \nThe Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief  \nNalan Akkuzu  \nUniversity of Dokuz Eylul , Turkey  \nAbstract: The purpose of this study was to explore the role of feedback based  \non self-efficacy belief sources in the reciprocal interaction of teaching  \nperformance and self-efficacy beliefs . A single case study design was  \nemployed to address and began to bridge the gap in our understanding of  \nthe relationship between feedback, self-efficacy belief and teaching  \nperformance. The data for this study were collected in the form of semi  \nstructured interviews from 6 volunteer 5th-grade chemistry student teachers .  \nThe data were analyzed based on an inductive analytical approach. The  \nresults indicated that different types of feedback based on self-efficacy belief  \nsources directly affected the student teachers’ self-efficacy beliefs and  \nteaching performance. It may be concluded that different types of feedback  \nprovided key paths for student teachers to better understand their own  \ndeveloping teaching performance and that of other teachers .  \nIntroduction  \nFrom 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.  \nThe Impact of Performance Evaluation on Student Teachers’Development  \nIn 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  \nVol 39, 3, March 2014 37  \nAustralian Journal of Teacher Education  \n","cbCaidJFI1yRcuzk","https://ap.wps.com/l/cbCaidJFI1yRcuzk","pdf",467898,31,"English","# Introduction\n# The Impact of Performance Evaluation on Student Teachers’Development\n# The Definition of Feedback\n# The Role of Feedback in Performance Evaluation of Student Teachers","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs.\"},{\"question\":\"How was the study conducted and what data were collected?\",\"answer\":\"A single case study design was used, and semi-structured interviews were collected from six volunteer fifth-grade chemistry student teachers.\"},{\"question\":\"What do the results indicate about feedback?\",\"answer\":\"Different types of feedback based on self-efficacy belief sources directly affected student teachers’ self-efficacy beliefs and their teaching performance.\"}]","The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief | PDF",1792077471,78]