Action research: video-assisted written constructivist feedback of ELT student teachers in micro-teaching sessions

Year 2017, Volume: 6 Issue: 2, 174 - 192, 21.06.2017

Elif Bozyiğit Gonca Yangın Ekşi

Abstract

Language teacher education programs and research on
effective teacher education programs highlight the importance of micro-teaching
technique (Kumaradivelu, 2012). Feedback sessions following microteaching
practices provide opportunity for professional development of student teachers.
However, literature on effective feedback sessions following micro-teaching
experiences in ELT departments in Turkish context is limited. This action
research is conducted to find out effectiveness of video-assisted written constructivist
feedback sessions following microteaching practices on increasing student
teachers’ participation in feedback provision and on altering their perceptions
towards these feedback sessions. Constant comparison method of content analysis
was conducted on the qualitative data gathered from 40 student teachers in ELT
department at a state university. The results of the 6-week implementation
indicate effectiveness of these feedback sessions. It was found out that
student teachers’ participation increased, and their perceptions towards
providing and receiving feedback turned into positive. Thus, the results of the
study implicate a video-assisted written constructivist feedback sessions
following the microteaching performances to enable student teachers provide and
receive more effective feedback.

Keywords

Microteaching, Feedback, Constructivism, Student Teachers, English Language Teaching

References

• Allen, D. W. (1965). Micro-teaching, a description. California: Stanford University. Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2013). Teachers investigate their work: An introduction to action research across the professions. London: Routledge. Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32, 115- 130. Amobi, F., & Irwin, L. (2012). Implementing on-campus microteaching to elicit preservice teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27-34. Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre- service teachers. Australian Journal of Teacher Education (Online), 40(3), 140. Aydın, İ. S. (2013). The effect of micro-teaching technique on Turkish teacher candidates ‘perceptions of efficacy in lesson planning, implementation, and evaluation. Electronic Journal of Social Sciences, 12(43), 67-81. Bağatur, S. (2015). Dismayed or Enchanted: ELT Students’ Perceptions Towards Microteaching. Procedia-Social and Behavioral Sciences, 199, 770-776. Bailey, K. M. (2006). Language teacher supervision: A case-based approach. Cambridge: Cambridge University. Barriball, K., & While, A. (1993). Collecting Data using a semi‐structured interview: a discussion paper. Journal of advanced nursing, 19(2), 328-335. Benton-Kupper, J. (2001). The microteaching experience: student perspectives. Education, 121, 830-835. Bilger, N. (2017). Appraisal in preservice teachers’ reflections on microteaching experience. ELT Research Journal, 6(1), 138-153. Bulut, M. (2012). Attitudes of junior and senior students towards microteaching in English language teaching department at Mersin University. Procedia-Social and Behavioral Sciences, 55, 730-738. Burns, A., & Richards, J. C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. UK: Cambridge University. Can, V. (2009). A microteaching application on a teaching practice course. Cypriot Journal of Educational Sciences, 4(2), 125-140. Canbazoğlu, S. (2008). Assessment of pre-service elementary science teachers’ pedagogical content knowledge regarding the structure of matter. Master Thesis, Gazi University Institute of Educational Sciences, Ankara. Celce-Murcia M., Brinton D. M., & Snow M. A. (Eds.) (2014). Teaching English as a second or foreign language. Boston, MA: Heinle Cengage Learning. Cloes, M., & Premuzak, J. (1995). Effectiveness of a video training programme used to improve error identification and feedback processes by physical education student teachers. International Journal of Physical Education, 32(3), 4-10. Crandall, J. J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. Creswell, J. W., Hanson, W. E., Plano, V. L. C., & Morales, A. (2007). Qualitative research designs selection and implementation. The Counseling Psychologist, 35(2), 236-264. Demirel, Ö. (2003). Yabancı dil öğretimi. Ankara: Pegem Akademi. Dikilitaş, K., & Griffiths, C. (2017). Developing language teacher autonomy through action research. Cham: Springer. Doff, A. (1990). Teach English: A training course for teachers. Cambridge: Cambridge University. Douglass, J. E., & Pfeiffer, I. L. (1973). Changes of supervisor behavior in a microteaching practicum. The Journal of Experimental Education, 42(2), 36-41. Ekşi, G. (2012). Implementing an observation and feedback form for more effective feedback in microteaching. Eğitim ve Bilim, 37(164), 267-282. Ekşi, G. Y., & Aşık, A. (2015). Enriching microteaching in teaching English to young learners (TEYL): An action research. International Online Journal of Education and Teaching, 2(1), 26-41. Flick, U., von Kardoff, E., & Steinke, I. (Eds.). (2004). A companion to qualitative research. London: Sage. Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge‐base of language teacher education. Tesol Quarterly, 32(3), 397-417. Hopf, C. (2004). Qualitative interviews: An overview. A companion to qualitative research, 203-208. Jerich, K. (1989). Using a clinical supervision model for micro-teaching experiences. Action in Teacher Education, 11(3), 24-32. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge. Kachru, B. B. (1986). The power and politics of English. World Englishes, 5(2‐3), 121-140. Karçkay, A. T., & Sanlı, Ş. (2009). The effect of micro teaching application on the preservice teachers’ teacher competency levels. Procedia-Social and Behavioral Sciences, 1(1), 844-847. Kartal, T., Öztürk, N., & Ekici, G. (2012). Developing pedagogical content knowledge in preservice science teachers through microteaching lesson study.Procedia-Social and Behavioral Sciences, 46, 2753-2758. Kavas, G., & Özdener, N. (2012). Effects of Video-Supported Web-Based Peer Assessment on Microteaching Applications: Computer Teacher Candidates Sample. Creative Education, 3(07), 1221-1230. Kemmis, S., & McTaggart, R. (2000). Participatory Action Research. In Denzin, N. & Lincoln, Y.(Eds.) Handbook of Qualitative Research. Kılıç, A. (2010). Learner-centered micro teaching in teacher education. International Journal of Instruction, 3(1), 77-100. Knapp, K. & C. Meierkord (Eds.) (2002). Lingua franca communication. Frankfurt am Main: Peter Lang. Koshy, V. (2005). Action research for improving practice: A practical guide. London: Sage. Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ.: Lawrence Erlbaum. Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge. Kuter, S., Gazi, Z. A., & Aksal, F. A. (2012). Examination of co-construction of knowledge in videotaped simulated instruction. Journal of Educational Technology & Society, 15(1), 174-184. Lima, D. C. D. (2012). English-as-a-foreign-language teacher-training programs: An overview. Revista Linguagem & Ensino, 4(2), 143-153. Long, M. H. & Doughty, C. J. (Eds.). (2009). Handbook of language teaching. Oxford: Blackwell. McNiff, J., & Whitehead, J. (2006). All you need to know about action research. Thousand Oaks, CA: Sage Publications. Nunan, D., 2003. Practical English Language Teaching. NY: McGraw-Hill. Ögeyik, M. C. (2009). Attitudes of the student teachers in English language teaching programs towards microteaching technique. English language teaching, 2(3), 205. Peck, D. F. (1977). The use of EMG feedback in the treatment of a severe case of blepharospasm. Biofeedback and Self-regulation, 2(3), 273-277. Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52(2), 137-145. Reitbauer, M., Mercer, S., Schumm-Fauster, J., & Vaupetitsch, R. (Eds). (2013). Feedback matters. Frankfurt/Main: Peter Lang. Remesh, A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of Research in Medical Sciences: The Official Journal of Isfahan University of Medical Sciences, 18(2), 158. Richards, J. C. (2008). Second language teacher education today. RELC journal, 39(2), 158-177. Richards, J. C., & Rodgers, T. S. (2002). Approaches and methods in language teaching. Cambridge: Cambridge University. Saban, A., & Çoklar, A. N. (2013). Pre-service teachers' opinions about the micro-teaching method in teaching practise classes. Turkish Online Journal of Educational Technology- TOJET, 12(2), 234-240. Savas, P. (2012). Micro-teaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia-Social and Behavioral Sciences, 55, 730-738. Schulz, R. A. (2000). Foreign language teacher development: MLJ perspectives—1916–1999. The Modern Language Journal, 84(4), 495-522. Senior, R. (2006). The experience of language teaching. UK: Cambridge University. Serdar Tülüce, H., & Çeçen, S. (2017). The use of video in microteaching: affordances and constraints. Elt Journal, ccx028, https://doi.org/10.1093/elt/ccx028. Sharpe, T., So, H., Mavi, H., & Brown, S. (2002). Comparative effects of sequential behavior feedback and goal-setting across peer-teaching and field-based practice teaching. Journal of Teaching in Physical Education, 21(3), 337-360. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23. Sims, L., & Walsh, D. (2009). Lesson study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25(5), 724-733. Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC journal, 37(2), 149-175. Şen, A. I. (2010). Effects of peer teaching and microteaching on teaching skills of pre-service physics teachers. Egitim ve Bilim, 35(155), 78. Wilkinson, G. A. (1996). Enhancing microteaching through additional feedback from preservice administrators. Teaching and Teacher Education, 12(2), 211-221. Yüksek Öğretim Kurulu. (YÖK). (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982- 2007).: Ankara, Türkiye: Yüksek Öğretim Kurulu Yayını. Retrieved from http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabi/054a8c72-174b- 4b00-a675-837874006db5 on 25 August 2015.