Pre-service teachers’ perceptions about the efficacy of different types of feedback on micro-teaching activities

Author:

YİĞİTOĞLU APTOULA Nur

Publisher

Afyon Kocatepe University

Subject

General Medicine

Reference30 articles.

1. Buitink, J. (2009). What and how do student teachers learn during school-based teacher education? Teaching and Teacher Education, 25(1), 118-127. https://www.doi.org/10.1016/j.tate.2008.07.009

2. Butler, B. M., & Cuenca, A. (2012). Conceptualizing the roles of mentors during student teaching. Action in Teacher Education, 34, 296-308. https://www.doi.org/10.1080/01626620.2012.717012

3. Charmaz, K. (2006). Constructing grounded theory. London: Sage.

4. Copland, F. (2009). Causes of tension in post-observation feedback in pre-service teacher training: an alternative view. Teaching and Teacher Education, 26(3), 466-472. https://www.doi.org/10.1016/j.tate.2009.06.001

5. Çelik, M. (2008). Pre-service EFL teachers’ reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109.

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