Improving Efficacy of Pre-Service Teachers in Educational Research Through Peer Review Process

• Authors: Gokhan Bas

Abstracts

EN

The purpose of the present research was to examine the effect of peer review on educational research efficacy of pre-service teachers. A quasi-experimental design with a pretest-posttest control group was adopted, over a period of 12 weeks using peer review process in the experimental group and lecture-based teaching in the control group. The participants of the research consisted of pre-service teachers (n = 118), enrolled in the faculty of education of a middle scale public university in the Central Anatolia Region of Turkey. In collection of the data, “Self-Efficacy for Research Scale of Teachers” (SCRT), was used to examine pre-service teachers’ efficacy in educational research. According to the results, it was revealed that the experimental group in which the peer review process was conducted outperformed in the efficacy in educational research, compared to the control group. This result showed that peer review was more effective in the improvement of efficacy of pre-service teachers in educational research than the lecture-based teaching.

Keywords

EN

Peer review; effi cacy in educational research; pre-service teachers; quasi-experimental design

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2021
• Volume: 63
• Pages: 214-225

Dates

published

2021

Contributors

author

Gokhan Bas

• Nigde Omer Halisdemir University

References

• Akçölketin, A. (2019). The development of the teachers’ self-effcacy scale regarding scientifc researches. Kastamonu Education Journal, 27(6), 2713-2727.
• Baş, G., & Kıvılcım, Z.S. (2017). Teachers’ views about educational research: A qualitative study. International Journal of Progressive Education, 13(2), 60-73.
• Biesta, G. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation, 13, 295-301.
• Broekkamp, H., & Van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium and questionnaire. Educational Research and Evaluation, 13, 203-220.
• Cochran-Smith, M., & Lytle, S.L. (1993). Inside outside: Teacher research and knowledge. New York, NY: Teachers College Press.
• Demircioglu, I.H. (2008). Learning how to conduct educational research in teacher education: A Turkish perspective. Australian Journal of Teacher Education, 33(1), 1-17.
• Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350.
• Dugard, T.D., & Todman, J. (1995). Analysis of pre-test post-test control group design in educational research. Educational Psychology Review, 15, 181-198.
• Everton, T., Galton, M., & Pell, T. (2000). Teachers’ perspectives on educational research: Knowledge and context. Journal of Education for Teaching, 26(2), 167-182.
• Fraenkel, J.R., & Wallen, N.E. (2009). How to design and evaluate research in education (7t ed.). New York, NY: McGraw-Hill.
• Gitlin, A., Barlow, L., Burbank, M.D., Kauchak, D., & Stevens, T. (1999). Pre-service teachers’ thinking on research: Implications for inquiry oriented teacher education. Teaching and Teacher Education, 15(7), 753-769.
• Gratch, A. (2002). Teachers doing qualitative research: Examining school practices. Educational Studies, 33(4), 423-435.
• Green, K., & Kvidhal, R. (1990). Research methods courses and post-bachelor’s education: Effects on teachers’ use and opinions. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
• Hangreaves, D. (2000). Teaching as a research-based profession: Possibilities and prospects. In B. Moon, J. Butcher, & E. Bird (Eds.), Leading professional development in education (pp. 200-210). New York, NY: Routledge & Falmer.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Hemsley-Brown, J.H., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449-470.
• Holmesland, I., & Tarrou, A.L.H. (2001). Institutionalising reserach in teacher education: The creation of a research centre as a means of lifelong learning for teacher educators. European Journal of Teacher Education, 24(1), 67-76.
• Huisman, B., Saab, N., van den Broek, P., & van Driel, j. (2019). The impact of formative peer feedback on higher education students’ academic writing: A meta-analysis. Assessment & Evaluation in Higher Education, 44(6), 863-880.
• Kart, A., & Gelbal, S. (2014). Determining prospective teachers’ self-efficacy perception on scientific skills via pair-wise comparison method. Journal of Measurement and Evaluation in Education and Psychology, 5(1), 12-23.
• Liu, N., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.
• Mei, T., & Yuan, Q. (2010). A case study of peer feedback in a Chinese EFL writing classroom. Chinese Journal of Applied Linguistics, 33(4), 87-98.
• Mulder, R.A., Pearce, J.M., & Baik, C. (2014). Peer review in higher education: Student perceptions before and after participation. Active Learning in Higher Education. doi: 10.1177/1469787414527391
• Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17-24.
• Newman, K.A. (1997). Combining standards with changing teacher needs: Introducing teacher research strategies to preservice teachers. Paper presented at the annual meeting of the American Association of College for Teacher Education, Phoenix, AZ.
• Nisbet, J. (2005). What is educational research: Changing perspectives through the 20t century. Research Papers in Education, 20, 25-44.
• Sarı, M. (2006). Teacher as a researcher: Evaluation of teachers’ perceptions on scientific research. Educational Sciences: Theory & Practice, 6(3), 880-887.
• Shkedi, A. (1998). Teachers’ attitudes towards research: A challenge for qualitative researchers. Qualitative Studies in Education, 11(4), 559-577.
• Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics (5t ed.). Boston, MA: Pearson.
• Vanderlinde, R., & Braak, J.V. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316.
• Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2017). Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review. Teaching and Teacher Education, 64, 230-245.
• Yore, L.D., Hand, B.M., & Florence, M.K. (2004). Scientists’ views of science, models of writing, and science writing practices. Journal of Research in Science Teaching, 41(4), 338-369.

Identifiers

DOI

10.15804/tner.21.63.1.17

Biblioteka Nauki

1964029