What type of study is this?

This is a Qualitative study (also classified as: Interpretative Phenomenological Design).

Integrating self-assessment, peer assessment, and tutor feedback with structured debriefing to enhance pre-service teachers’ teaching competence: empirical evidence from Indonesia

View Full Paper

Ask AI

Bookmark

Authors

Qualitative study demonstrates the impact of self-assessment and peer assessment in teacher education, suggesting improved pedagogical skills.

Collaborative assessment practices enhance pedagogical competence and foster a supportive learning community.
Findings indicate that pre-service teachers benefit from integrating self-assessment, peer assessment, and lecturer feedback.
The interpretative phenomenological design reveals important insights from the experiences of pre-service teachers in microteaching.
The study emphasizes the significance of debriefing in scaffolding development within the Zone of Proximal Development.

Moh. Sahlan (2025) studied this question.

View Full Paper

Ask AI

Bookmark

Qualitative study demonstrates the impact of self-assessment and peer assessment in teacher education, suggesting improved pedagogical skills.