The effect of feedback on preservice teachers’ motivation and reflective thinking
| Autor: | Orhan Çimen, Melek Çakmak |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
lcsh:LC8-6691
Academic year Variables lcsh:Special aspects of education business.industry media_common.quotation_subject Reflective thinking Education Test (assessment) Personal development feedback model peer feedback motivation reflective thinking teacher education Content analysis Scale (social sciences) Mathematics education lcsh:L Psychology business lcsh:Education Statistical hypothesis testing media_common |
| Zdroj: | İlköğretim Online, Vol 19, Iss 2, Pp 932-943 (2020) |
| ISSN: | 1305-3515 |
| DOI: | 10.17051/ilkonline.2020.695828 |
| Popis: | This study aims to investigate the effect of a feedback model designed for preservice teachers on their motivation and reflective thinking. The study was designed as a single-factor within-groups design where the independent variable is the feedback model and the dependent variables are preservice teachers’ motivation and reflective thinking. The model was applied for six weeks in the Instructional Technologies and Material Development course at Gazi University during the spring term of the 2015-2016 academic year. The data was collected using the motivation scale, the reflective thinking tendencies scale and a semi-structured evaluation form of the feedback model designed by the researcher. The Shapiro-Wilk-W test, t-test, and eta-squared statistical test were used to analyze the quantitative data, and content analysis was used to analyze the quantitative data. The quantitative results indicated that the preservice teachers’ scores on the motivation scale significantly increased after the implementation of the model, while the qualitative results showed that the model contributed to their personal development. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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