ANALYZING THE RAMIFICATIONS OF PEER FEEDBACK PRACTICES LEVERAGING SELF-RECORDED MICROTEACHING VIDEOS FOR STUDENT TEACHERS AT A UNIVERSITY OF TECHNOLOGY

Abstract

This study investigates how peer feedback on self-recorded microteaching videos influences student teachers' performance and reflective skills at the University of  Technology. While existing literature highlights the advantages of video-based microteaching for teacher training, the specific uses and factors affecting their implementation remain underexplored.