The effect of feedback on the lesson plans on teacher candidates competence of preparing lesson plan

This study seeks to reveal the effect of the feedback given to the lesson plans prepared by the teacher candidates who took the Geometry and Measurement Teaching course on lesson-plan preparation competence. The study is an example of a simple experimental research design as the single group pretest is conducted according to the final test design. The study group of the research consists of 41 primary school mathematics teacher candidates who are third-grade students in the fall semester of 2020-2021 at a state university of the Southeastern Anatolia Region and who took the Geometry and Measurement Teaching Course. In this process, teacher candidates received training on preparing a two-week lesson plan in the context of geometry and measurement teaching. After this training, teacher candidates were asked to prepare a lesson plan. In order to evaluate the lesson plans prepared by the teacher candidates, the Lesson Plan Evaluation Rubric (LPER) was developed within the scope of the study. This rubric, which was developed as a result of the literature review, went through a validation process after taking experts' opinion twice. The lesson plans prepared by the teacher candidates were evaluated according to the LPER. Training for rating was conducted before the first evaluation. Then, the interrater consistency was calculated using the Spearman Brown Rank Differences Coefficient and training for rates was conducted again. Thus, a high rate of consensus was achieved. Feedback was given to the evaluated lesson plans. Feedback was given in two files via the distance education system and online platforms. The first file contains the feedback written on the lesson plans prepared by the teacher candidates in the pdf format. The second file contains the indicators of the scores obtained according to the criteria of the LPER. The teacher candidates were asked to revise their lesson plans prepared in line with the feedbacks given. Then, the lesson plans revised by the teacher candidates in the light of their feedback were re-evaluated according to the LPER. The agreement between raters for the second lesson plans, which were re-evaluated by the two researchers, was re-examined. Thus, the reliability of LPER was tested. Frequencies were obtained on the basis of criteria from the data obtained in the study and the data were compared in the frequency table. In addition, although the developed rubric does not generate a total score - to give an idea -, the total score of each section and the total score of the sections were calculated in the Wilcoxon Matched-Pairs Signed-Ranks Test. It was determined that the feedback given to the lesson plans prepared by the teacher candidates using the LPER had a positive effect on the competence of the teacher candidates to prepare the lesson plan. Thus, it can be said that while giving feedback to teacher candidates, the type of information that teacher candidates should have, the components of PFK, and the components of teaching profession competencies are developed. Suggestions are given in line with the results obtained. Keywords: Lesson plan preparation competence, Lesson Plan Evaluation Rubric (LPER), Geometry and measurement teaching, Feedback, Teacher candidates competence Teacher competence, Pedagogical content knowledge (PCK), Rubric development.