Engaging preservice EFL teachers in self evaluation and peer evaluation for reflection

Date

2015-05-26

Author

Gümüşok, Fatma
Çopur, Deniz

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In this study, 27 pre-service EFL teachers were involved in written self-evaluation and peer-evaluation processes as a reflective practice in the first practicum course. At the end of the course, 10 of them were interviewed to gain their insights about these processes. The results show that they gain awareness on their teaching, increase self-confidence, obtain multiple and critical perspectives.

URI

https://hdl.handle.net/11511/84296
https://dbe.metu.edu.tr/convention2015/convention-program.pdf

Conference Name

ODTÜ International ELT Convention: Celebrating Diversity, (25 - 26 Mayıs 2015)

Collections

Department of Foreign Language Education, Conference / Seminar

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Engaging pre-service EFL teachers in the evaluation process: self-evaluation and peer evaluation as a reflective practice in the practicum / Gümüşok, Fatma; Çopur, Deniz; Department of English Literature (2014) 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 ...
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Citation Formats

F. Gümüşok and D. Çopur, “Engaging preservice EFL teachers in self evaluation and peer evaluation for reflection,” presented at the ODTÜ International ELT Convention: Celebrating Diversity, (25 - 26 Mayıs 2015), Ankara, Türkiye, 2015, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/84296.