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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2024.9
- 수록면
- 1 - 30 (30page)
- DOI
- 10.15334/FLE.2024.31.3.1
이용수
초록· 키워드
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The study is aimed at investigating the impact of self- and peer-assessment on students’ teacher efficacy and satisfaction in lesson planning at a university foreign language pedagogy course.
Four self- and peer-assessment sessions for developing pedagogically sound lesson plans were held for 7 weeks. Nineteen students participated in the study. A student questionnaire was collected to see if self- and peer-assessment affected students’ teacher efficacy twice in weeks 1 and 7. In addition, in-depth interviews were conducted to understand students’ perceptions of self- and peer-assessment in terms of its benefits and room for improvement.
The research revealed the findings as follows. Firstly, there was a statistically significant impact of self- and peer-assessment of lesson plans on both domains of teacher-efficacy: personal teaching efficacy and teaching outcome expectancy. Secondly, students found self- and peer-assessment satisfactory and useful when building lesson plans. Thirdly, themes for benefits of self- and peer-assessment were ‘objective perspective,’ ‘heightened insight,’ and ‘reflective thinking.’ Lastly, two themes for room for improvement in peer-assessment were ‘offering positive feedback’ and ‘working on the same period.’
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