ERIC Number: EJ1275967
Record Type: Journal
Publication Date: 2021-Jan
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0574
EISSN: N/A
The Use of Video Annotation Tools and Informal Online Discussions to Explore Preservice Teachers' Self- and Peer-Evaluation of Academic Feedback
Zaier, Amani; Arslan-Ari, Ismahan; Maina, Faith
Journal of Education, v201 n1 p19-27 Jan 2021
This study explored the quality of preservice teachers' self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and peer-evaluation. Preservice teachers rated themselves considerably higher compared with their peer-evaluation. The quality of the academic feedback and evaluation remained at the surface level with a mismatch between areas of refinement and areas of reinforcement. Evidence-based feedback and constructive criticism for areas of refinement were openly given during the informal discussion forums. Despite the inconsistency, preservice teachers perceived online communication through discussion posts as a valuable source of building relationships and providing support system.
Descriptors: Video Technology, Classroom Observation Techniques, Preservice Teacher Education, Preservice Teachers, Computer Mediated Communication, Discussion Groups, Social Support Groups, Communities of Practice, Feedback (Response), Secondary Education, Self Evaluation (Individuals), Peer Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A