Abstract
This paper presents a case study in which student-teachers practiced microteaching in the form of peer-teaching. They collaboratively developed a learning design, implemented it as a micro-lesson i.e. as a simulated teaching session and later they participated in a structured peer review activity. In particular, students initially used the Integrated Learning Design Environment to organize their task and its integrated WebCollage editor for authoring the learning design. Then these particular designs were implemented as a micro-lesson during which the authors of the design “taught” their peers who played the role of the students. After each micro-lesson, the Ld-Feedback application was used so that the student-teachers who practiced the microteaching got feedback from their peers regarding both the design and the implementation. This paper focuses on the first phase of the peer review activity explaining the use of the Ld-Feedback App and investigating the added value of involving student-teachers in creating feedback forms to evaluate their learning designs.
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Acknowledgment
The authors acknowledge financial support for the dissemination of this work from the Special Account for Research of ASPETE through the funding program “Strengthening ASPETE’s research” and the partial support of FEDER, the National Research Agency of the Spanish Ministry TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R and la Caixa Foundation 100010434. DHL is a Serra Húnter Fellow.
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Zalavra, E., Papanikolaou, K., Makri, K., Michos, K., Hernández-Leo, D. (2020). Exploiting Peer Review in Microteaching Through the Ld-Feedback App in Teacher Education. In: Popescu, E., Belén Gil, A., Lancia, L., Simona Sica, L., Mavroudi, A. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning, 9th International Conference, Workshops. MIS4TEL 2019. Advances in Intelligent Systems and Computing, vol 1008 . Springer, Cham. https://doi.org/10.1007/978-3-030-23884-1_18
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DOI: https://doi.org/10.1007/978-3-030-23884-1_18
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