Investigation into the Influence of Peer Feedback on Microteaching with Preservice Music Teachers

Cho, Hyeyoung (2017) Investigation into the Influence of Peer Feedback on Microteaching with Preservice Music Teachers. Masters thesis, LASALLE College of the Arts.

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Item Type: Thesis (Masters)
Title: Investigation into the Influence of Peer Feedback on Microteaching with Preservice Music Teachers
Synopsis:

Microteaching has been implemented worldwide and acknowledged as an effective
training technique in teacher education. The use of microteaching has been encouraged in recent years in Korea by the policy of the Korean Ministry of Education. While microteaching essentially involves significant peer interaction and peer evaluation taking place throughout the process, it is meaningful to research how peer feedback can be successfully facilitated. This study investigated the influence of peer feedback on microteaching with undergraduate preservice music teachers. To discover how peer feedback on each individual’s microteaching influenced these preservice music teachers, three microteaching sessions were employed. The participants were six undergraduate music education majors enrolled in the Understanding of Music Teaching-Learning Model course in a university in Korea. A week after each microteaching and feedback session, participants were asked to document every comment they were able to recall. The recalled comments were analyzed to find who they were provided by among their peers, the instructor, both their peers and the instructor, or none. The participants’ perceptions were further examined through the post-microteaching questionnaire and interviews. Video recordings of microteaching and written self-reflection presented background information about the participants. The results revealed that the majority of comments recalled a week later were those made by peers. The main reason a certain comment was remembered well was its frequency and/or consistency of the appearance. This implies that peer feedback can support the instructor’s viewpoint by enhancing credibility when it agrees with the instructor’s and overlapped with that of several peers.
Abstract

Subjects: Arts Pedagogy and Practice > Thesis -- MA Arts Pedagogy and Practice
Divisions: Faculty for the Creative Industries > Master - Arts Pedagogy and Practice
Depositing User: Ms Ashalatha Krishnan
Date Deposited: 16 Mar 2020 02:10
Last Modified: 16 Mar 2020 02:10
URI: http://drlib.lasalle.edu.sg/id/eprint/757
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