Engaging pre-service EFL teachers in the evaluation process: self-evaluation and peer evaluation as a reflective practice in the practicum /

Gümüşok, Fatma
This qualitative case study aims at exploring self-evaluation and peer-evaluation processes pre-service EFL teachers are engaged in during the practicum. Considering self-evaluation and peer-evaluation are a form of reflection, the study examines the content and quality of pre-service EFL teachers’ reflection. In relation to these, it analyzes pre-service EFL teachers’ attitudes toward written self-evaluation and peer-evaluation processes. Twenty seven pre-service EFL teachers, enrolled to the first course of the practicum component FLE 425 School Experience, participated in the study. Data were gathered through five self-evaluation forms, three peer-evaluation forms, video-recordings of post-teaching conferences and semi-structured interviews. The findings indicated that pre-service EFL teachers reflected upon instructional processes, increasing learner motivation and involvement, assessment of the teacher and classroom management respectively both in self-evaluation and in peer-evaluation. The results also suggested that pre-service EFL teachers were mostly engaged with descriptive reflection and rarely reached higher level reflection. They in general believed in the effectiveness of systematic self-evaluation and peer-evaluation processes, claiming those processes enabled them to gain awareness on their teaching, increase self-confidence, obtain multiple and critical perspectives. In this regard, pre-service EFL teachers can be encouraged to practice reflection more frequently; collaborative support and direct guidance toward higher level reflection can be provided.


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Citation Formats
F. Gümüşok, “Engaging pre-service EFL teachers in the evaluation process: self-evaluation and peer evaluation as a reflective practice in the practicum /,” M.S. - Master of Science, Middle East Technical University, 2014.