Peer Feedback as an Innovation in Microteaching to Improve the Teaching Skills and Self-Efficacy of Prospective Physics Teachers
DOI:
https://doi.org/10.30872/jlpf.v7i2.6694Keywords:
Microteaching, Peer Feedback, Physics Education, Self-efficacy, Teaching SkillsAbstract
Microteaching is a training approach that enables prospective physics teachers to develop basic teaching skills and self-efficacy in a controlled environment, bridging pedagogical theory and classroom practice. This study examined the effectiveness of structured peer feedback in improving teaching skills and self-efficacy during microteaching. A pre-experimental one-group pretest-posttest design was employed with 10 Physics Education students. The instruments used consisted of a teaching skills questionnaire, a self-efficacy questionnaire, and a response questionnaire. All instruments were validated by experts, with Aiken's V coefficients greater than 0.80. Data were analyzed using descriptive statistics, N-gain, and the Wilcoxon Signed Ranks Test (α = 0.05). The results indicated a significant improvement in teaching skills, with the mean score increasing from 1.67 to 3.62 out of a maximum score of 4, with a high N-gain of 0.84. Self-efficacy also increased from 1.78 to 3.69 on the same four-point scale, with a high N-gain of 0.86. Students reported positive perceptions of peer feedback, particularly in enhancing reflective practice, teaching techniques, and professional readiness. The results imply that integrating structured peer feedback into microteaching can strengthen reflective teaching practices and better prepare prospective physics teachers for classroom instruction. This study contributes empirical evidence on the combined effects of peer feedback in enhancing teaching skills and self-efficacy within physics teacher education.
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