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ERIC Number: EJ1357938
Record Type: Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2468-1989
EISSN: EISSN-2468-4929
Peer Feedback versus Teacher Educators Feedback in Peer Teaching: Zimbabwean Teacher Educators and Pre-Service Teachers' Views
Sunzuma, Gladys; Zezekwa, Nicholas; Gwizangwe, Isaac; Zinyeka, Gracious
Pedagogical Research, v7 n3 Article em0130 2022
The study focuses on peer and teacher educators' assessments in teacher education and the level of agreement between pre-service teachers' and teacher educators' assessments. The study employed a mixed-method approach using a lesson observation and assessment instrument and interviews to gather data. Seven conveniently sampled pre-service teachers and two teacher educators participated in this study. The findings showed statistically significant differences between pre-service teachers' and teacher educators' scores on ten items, and their scores were not statistically significant on five of the items. The pre-service teachers scored higher marks than the teacher educators. Their reasons for scoring higher marks were to maintain relationships and lack of content and pedagogical knowledge. Pre-service teachers need to know that peer-teaching and assessment are meant for long-lasting learning instead of simply scoring marks.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A