Universal Journal of Educational Research Vol. 6(5), pp. 1084 - 1093
DOI: 10.13189/ujer.2018.060530
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The Effect of Feedback on Instructional Behaviours of Pre-service Teacher Education


Serkan Gürkan *
English Language Department, Faculty of Education, Kocaeli University, 41380, Kocaeli, Turkey

ABSTRACT

Teacher training programs have a pivotal role in sophisticated Turkish education system. In order to reach high standards in teacher training, trainers should encourage and supervise pre-service teachers to use effective teaching skills and strategies. To ensure that providing feedback is regarded to be a widely accepted way for maximizing the use of teaching skills and strategies on newly established behaviours. With this in mind, the aim of this paper was to gain insights into the effects of immediate corrective feedback (delivered via a wireless FM listening system BIE) and delayed feedback on student teachers' instructional behaviours during instruction in teaching practicum. The research design is mixed-method sequential explanatory design. Thus, quantitative and qualitative researches were conducted respectively. Thirteen student teachers participated in the quantitative study and data was collected via a checklist. Out of thirteen student teachers, the semi-structured interviews were conducted with six student teachers for the qualitative phase. Immediate corrective feedback was found to be a more effective way than delayed feedback to help student teachers to be effective users of teaching practices such as class management, body language, voice level, use of intonation and stress, so forth. The findings were discussed and suggestions for further research were also addressed.

KEYWORDS
Feedback, Teacher Education, Pre-service Teachers

Cite this paper
Serkan Gürkan . "The Effect of Feedback on Instructional Behaviours of Pre-service Teacher Education." Universal Journal of Educational Research 6.5 (2018) 1084 - 1093. doi: 10.13189/ujer.2018.060530.