What's Happening?
A recent study conducted by Associate Professor Mika Ishino from Doshisha University, Japan, and Professor Eunseok Ro from Pusan National University, South Korea, explores the dynamics of peer reflection in microteaching. The research focuses on how pre-service
teachers engage in self-assessment and peer feedback during microteaching sessions. The study involved a virtual exchange program with four undergraduate pre-service teachers from Japan and Korea, who participated in structured Zoom sessions. The findings reveal that peer reflection can enhance teaching awareness and bridge the gap between theoretical and practical teaching practices. The study emphasizes the importance of conversation analysis (CA) in understanding the interactional dynamics of peer reflection, highlighting the diversity of responses ranging from task-focused procedural alignment to affiliative interactions that foster solidarity.
Why It's Important?
The study underscores the significance of peer reflection in teacher training, particularly in enhancing reflective thinking and teaching awareness among novice teachers. By documenting the interactional dynamics of peer reflection, the research provides insights into how pre-service teachers can improve their pedagogical knowledge through self-assessment and peer feedback. This has broader implications for teacher education programs, as it suggests that incorporating structured peer reflection activities can lead to more effective teaching practices. The findings also highlight the potential for virtual exchange programs to facilitate intercultural learning and collaboration, which is increasingly relevant in a globalized educational landscape.
What's Next?
The study suggests that future research could involve larger datasets to further develop the professional vision of pre-service teachers. This could lead to the creation of improved CA-designs, particularly in English as a foreign language settings, providing deeper epistemic and relational engagement. The findings may also inform the development of teacher training curricula that prioritize peer reflection as a key component, potentially influencing educational policy and practice on a broader scale.
Beyond the Headlines
The research highlights the potential for peer reflection to serve as a resource rather than a limitation in teacher training. By fostering a continuum of interactional dynamics, from procedural alignment to epistemic elaboration, peer reflection can contribute to the co-construction of professional knowledge. This approach not only enhances individual teaching practices but also promotes a collaborative learning environment that values diverse perspectives and experiences.
