Blended Collaborative Peer Review of Teaching during Teaching Practice: Fostering Pre-Service Teachers' TPACK
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| Title: | Blended Collaborative Peer Review of Teaching during Teaching Practice: Fostering Pre-Service Teachers' TPACK |
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| Language: | English |
| Authors: | Yulia Nur Ekawati (ORCID |
| Source: | Issues in Educational Research. 2026 36(1):53-78. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Evaluation, Pedagogical Content Knowledge, Technological Literacy, Student Evaluation, English (Second Language), Second Language Instruction, Preservice Teachers, Microteaching, Blended Learning, Electronic Learning, In Person Learning, Undergraduate Students, Teacher Education Programs, Student Attitudes, Cooperative Learning, Foreign Countries, Teacher Attitudes |
| Geographic Terms: | Indonesia |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | This study investigates the implementation of a "Blended Collaborative Peer Review of Teaching" (B-CPRoT) strategy to foster "Technological Pedagogical Content Knowledge" (TPACK) among English as a foreign language (EFL) pre-service teachers during microteaching. Unlike traditional approaches that rely on lecturer feedback and isolated use of technology, this study positions pre-service teachers as active reviewers in a blended learning environment that integrates face-to-face sessions with an e-learning platform. This study involved one EFL lecturer and twenty pre-service teachers in an undergraduate English teacher education program. Data were collected through classroom observations, semi-structured interviews, video recordings, and open-ended questionnaires. Findings indicate that B-CPRoT fostered reflective teaching, peer collaboration, and deeper engagement with pedagogical, content, and technological knowledge. Participants demonstrated growth across TPACK domains, particularly in integrating digital tools for instructional design. Peer feedback cycles improved their ability to evaluate and revise teaching practices. However, the study also identifies challenges, including inconsistent participation and the limited presence of expert guidance. These results suggest that BCPRoT is a promising, though not unproblematic, strategy for supporting teacher professional development in blended learning contexts. The study contributes valuable insights into how blended peer review can enhance EFL pre-service teachers' TPACK development during teacher training. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier36/ekawati-abs.html |
| Accession Number: | EJ1505639 |
| Database: | ERIC |
| Abstract: | This study investigates the implementation of a "Blended Collaborative Peer Review of Teaching" (B-CPRoT) strategy to foster "Technological Pedagogical Content Knowledge" (TPACK) among English as a foreign language (EFL) pre-service teachers during microteaching. Unlike traditional approaches that rely on lecturer feedback and isolated use of technology, this study positions pre-service teachers as active reviewers in a blended learning environment that integrates face-to-face sessions with an e-learning platform. This study involved one EFL lecturer and twenty pre-service teachers in an undergraduate English teacher education program. Data were collected through classroom observations, semi-structured interviews, video recordings, and open-ended questionnaires. Findings indicate that B-CPRoT fostered reflective teaching, peer collaboration, and deeper engagement with pedagogical, content, and technological knowledge. Participants demonstrated growth across TPACK domains, particularly in integrating digital tools for instructional design. Peer feedback cycles improved their ability to evaluate and revise teaching practices. However, the study also identifies challenges, including inconsistent participation and the limited presence of expert guidance. These results suggest that BCPRoT is a promising, though not unproblematic, strategy for supporting teacher professional development in blended learning contexts. The study contributes valuable insights into how blended peer review can enhance EFL pre-service teachers' TPACK development during teacher training. |
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| ISSN: | 0313-7155 1837-6290 |
