Peer feedback versus teacher educators feedback in peer teaching: Zimbabwean teacher educators and pre-service teachers’ views
Gladys Sunzuma 1 * , Nicholas Zezekwa 1, Isaac Gwizangwe 1, Gracious Zinyeka 1
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1 Bindura University of Science Education, Bindura, ZIMBABWE* Corresponding Author

Abstract

The study focuses on peer and teacher educators’ assessments in teacher education and the level of agreement between pre-service teachers’ and teacher educators’ assessments. The study employed a mixed-method approach using a lesson observation and assessment instrument and interviews to gather data. Seven conveniently sampled pre-service teachers and two teacher educators participated in this study. The findings showed statistically significant differences between pre-service teachers’ and teacher educators’ scores on ten items, and their scores were not statistically significant on five of the items. The pre-service teachers scored higher marks than the teacher educators. Their reasons for scoring higher marks were to maintain relationships and lack of content and pedagogical knowledge. Pre-service teachers need to know that peer teaching and assessment are meant for long-lasting learning instead of simply scoring marks.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2022, Volume 7, Issue 3, Article No: em0130

https://doi.org/10.29333/pr/12097

Publication date: 18 May 2022

Article Views: 406

Article Downloads: 230

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