Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching

Figures & data

Table 1. Themes, subthemes, issues under sub-teams, and codes

Themes	Sub-themes	Issues in sub-themes	Codes
Teacher educators use of different types of feedbacks	Feed up – evaluation criteria and briefings on the practice	In sufficient clarification on the purpose of microteaching, unclear orientation on evaluation criteria to be used in Microteaching	-explain purpose of microteaching - orienting standards - demonstrating skills - exemplars - explaining expectation - evaluation criteria
	Feedback – non-dialogic instructive feedback	Corrective and non-dialogic feedback given by teacher educators	- indicating gap - reflection on performance - identifying weakness and strengths - giving correction
	Feed forward - no feed forward	Identifying and telling the performance gap is the end of the microteaching practice	- using feedback data - re-planning - re-teaching
Effect of feedbacks for student teachers’ engagement in reflective practice	Unintended effect of evaluation criteria	Using evaluation criteria as standards of microteaching practices, and attempt to guide every activity according to the criteria, expecting complete alignment of practice to the criteria	- evaluation criteria is standard - planning in alignment to evaluation criteria - adherence to evaluation criteria while teaching - no improvisation
	Effect of non-dialogic feedback	Teachers are the only source of feedback, they did not facilitate student teachers participation in the process of feedback	- telling as feedback - self-reflection - peer feedback
	Feed Forward and its Absence	Telling the performance gap is the end of the microteaching practice, no attempt were made to re-plan the practice using the feedback	- using feedback data - re-planning lesson - re-teaching lessons