Peer and instructor feedback on pre-service EFL teachers’ reflection types and levels in video-mediated microteaching

Abstract

This study explored the role of peer and instructor feedback on pre-service EFL teachers’ reflection types and levels during a video-mediated microteaching process. While previous research has examined various aspects of reflection and feedback in teacher education, there is currently a lack of studies specifically investigating how instructor and peer feedback shape the types and levels of reflection pre-service teachers engage in through video-mediated microteaching in the EFL context. The participants included 34 third-grade pre-service EFL teachers who performed weekly microteaching sessions. Data collected via qualitative tools were analysed through thematic analysis. Participants initially lacked critical engagement in reflection, focusing primarily on content delivery. However, they became more evaluative in their reflections by engaging in process and premise reflections, particularly in the post-video phase, as a result of listening to recorded teacher and peer feedback and engaging in group discussions. The findings suggest that while microteaching alone was insufficient for fostering deep reflection, the combination of video recordings and constructive peer and instructor feedback guided pre-service teachers towards higher levels of reflection, such as analytical and critical/evaluative reflection. The study highlights the importance of structured feedback opportunities in teacher education programs to cultivate habits of ongoing professional growth among pre-service teachers.