Reni Marlina, Hadi Suwono, Chokchai Yuenyong, Ibrohim Ibrohim, Hamdani Hamdani
The use of network technology has been used in recording teaching abilities. The implementation of video is a tool that can assess teacher competencies classically, but those that can accommodate peer and mentor feedback are still rarely reported. This study uses the action research method with stages: planning, implementation, and reflection. The implementation process is synchronized by viewing 10 to 15 minutes of peer-teaching video recordings. The implementation of micro teaching is carried out in three cycles. Thirty-two teacher candidates who attended microteaching participated in this study. The instrument used is a questionnaire validated by three learning evaluation experts. Once valid and reliable, the instrument is used by prospective teachers after teaching practice. The findings indicate that prospective biology teachers are satisfied with the peer assessment activities. Participants consider video recording a valuable medium to gather input and suggestions more quickly. Video playback of recorded teaching exercises is also essential during synchronous discussions. Another finding was that video recording did not provide significant benefits in describing the acceptance of the model teacher after commenting on the video or replying to input and suggestions from colleagues. Furthermore, the quality of videos and the competence of prospective teachers in recording the learning process needs to be improved because preservice teachers often fail to document student learning activities such as collaboration and discussion processes. © 2024 Author(s).
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia; Teacher Training and Education Faculty, Tanjungpura University, Pontianak, Indonesia; Science Education Program, Khon Kaen University, Khon Kaen, Thailand