The effect of mıcro teachıng wıth self and peer assessment on preservice primary teahers' science laboratory achievement and self efficacy

The aim of this study is to examine the effects of microteaching with self and peer assessment in science laboratory course on pre-service primary teachers the achievement and self-efficacy. The study, which was conducted with the embedded design of mixed method, included 42 pre-service teachers (32 female, 10 male) who were studying in the second year of the Department of Classroom Education in the Faculty of Education of a university located in the Central Anatolia Region of Türkiye. Science Laboratory Practices Course Achievement Test, Science Laboratory Self-Efficacy Scale, and Opinion Form for Implementation were used as data collection tools. Data were collected in 8 weeks in the Science Laboratory Course. Pre-service teachers were given the task of conducting experiments on 3rd and 4th grade primary school subjects and were asked to practice in the classroom like a teacher. Each pre-service teacher recorded the experiment they conducted in the lesson with their own device. Pre-service teachers made self- and peer-evaluations on the experiments conducted by themselves and their peers according to the determined criteria. Quantitative data were analyzed using the t-test in SPSS program. Qualitative data were analyzed with content analysis. The results showed that the implementation had positive effects on the achievement and self-efficacy of pre-service teachers in science laboratory course. Preservice teachers stated that they gained experience through practice and developed themselves pedagogically. The contributions of the results to science education were discussed theoretically and practically.