The effect of feedback on preservice teachers’ motivation and reflective thinking

Orhan Çimen, Melek Çakmak

Abstract


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.


Keywords


Feedback model; Peer feedback; Motivation; Reflective thinking; Teacher education

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References


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