ARTICLE INFO

ABSTRACT

Received date: 02/08/2015

Accepted date: 26/11/2015

Both feedback and reflection were well-investigated in many studies; however, the relationship between the two, especially micro-teaching practices of pre-service teachers (PreTs) has remained underexplored. This paper reports the results of an investigation into the levels of feedback and reflection during micro-teaching practices.  Five subject-specific teacher educators (TEds) and PreTs in a school of teacher education at a university in the Mekong Delta participated in the study. Research instruments included observation of the five micro-teaching classes and interviews of the research participants. Data of minutes of micro-teaching observation and interviews was qualitatively analyzed. The research indicated two findings: (1) feedback mostly given by TEds supported the reflective process of PreTs and both primarily focused on teaching method-related issues; (2) reflective thinking generated by PreTs was limited at technical level and descriptive in general. The research contributed to bridging the gap in knowledge about the correlation between feedback and reflection and suggesting an urging need of fostering reflective capacity for PreTs based on broader and deeper focuses of feedback used during post-lesson discussions.

KEYWORDS

Micro teaching, feedback, reflection, the focus of feedback and reflection

Cited as: Nam, N.T.H. and Binh, V.H., 2015. An investigation into the levels of feedback and reflec-tion during pre-service teachers’ micro-teaching practices. Can Tho University Journal of Science. 1: 116-124.