Effects of Video-Supported Web-Based Peer Assessment on Microteaching Applications: Computer Teacher Candidates Sample

Gülten Kavas,Nesrin Özdener

doi:10.4236/ce.2012.37181

Abstract

The aim of this study was to analyze the effects of the web-based system used for the development of teaching skills of the teacher candidates. In the research, the effects of the web-based system on the teaching performances of the teacher candidates and development of their peer assessment skills were tested, and their opinions on the practice were determined. In the study where experimentation model was used, qualitative and quantitative research techniques were employed, and the study was conducted with two working groups, namely those who used the web-based system outside the course hours and those who did not use the web-based system outside the course hours. The results of the research emphasized that the experiment group who took web-supported training was more successful than the control group in terms of teaching performance, and was more consistent in peer assessments.

Highlights

Owing to the revolutionary developments in the field of contemporary science and technology, the use of new approaches in learning-teaching processeshas lead the institutions that educate teachers to adopt a student-oriented structure in their general, occupational, and special field educations for teacher candidates
In the research with an aim to test the influence of the web-based system on the development of the peer assessment skills of the teacher candidates, the experimentation model involving posttest control group was used, whereas in the research with an aim to test the influence of the web-based system on the development of microteaching performances of the teacher candidates, experimentation model involving pre-test-post-test control groups was used
The effects of the web-based system used in the course of development of teaching skills of the teacher candidates on the performance of such teacher candidates and on development of their peer assessment skills were tested, and the opinions of the teacher candidates on the practice were determined

Summary

Introduction

Owing to the revolutionary developments in the field of contemporary science and technology, the use of new approaches in learning-teaching processeshas lead the institutions that educate teachers to adopt a student-oriented structure in their general, occupational, and special field educations for teacher candidates. From this viewpoint, conventional methods that measure whether the teacher candidates have reached the level of maturity to deserve being awarded with a diploma are insufficient in terms of determining whether this competence has been achieved or not (Darling-Hammond, 2001; Heartle, 1991; Mitchel et al, 2001; Porter et al, 2001). Performance measurements have been characterized as being more successful when compared with the conventional methods, and these measurements have been defined as effective learning experiences (Anderson & Demeulle, 1998; Darling et al, 2000; Mitchel et al, 2001; Porter et al, 2001)

Objectives

Methods

Results

Conclusion