Pre-service English teachers' perception of feedback during micro-teaching sessions
DOI:
https://doi.org/10.62819/jel.2026.2442Keywords:
effective feedback, micro-teaching, pre-service teachers, teacher educationAbstract
This study investigated Thai pre-service English teachers' perceptions of effective feedback during micro-teaching sessions at Buriram Rajabhat University. A mixed-methods approach was employed to collect data from 158 fourth-year English major students between 2022 and 2024 using a questionnaire and self-reflection journals. Quantitative data were analyzed using descriptive statistics (mean and standard deviation), while qualitative data were analyzed using thematic analysis. The findings revealed high levels of agreement with the effectiveness of feedback, with mean scores ranging from 4.05 to 4.86. Participants perceived feedback as valuable for enhancing their confidence, teaching competence, reflective practice, and professional development. Feedback from both instructors and peers was considered beneficial for identifying strengths, addressing areas for improvement, and supporting professional learning. The findings suggest that incorporating effective feedback into teacher education programs may enhance pre-service teachers' professional learning and teaching development.
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