Enhancing Teaching Skills through Digital Feedback in Microteaching: A Study with Prospective Primary Teachers
Zhumabayeva Z. Zhaxylikova K. Omirzakova A. Aitenova E. Zhailauova M. Nurgaliyeva S.
2025International Journal of Information and Education Technology
International Journal of Information and Education Technology
2025#15Issue 91820 - 1828 pp.
This study examined the effect of microteaching with digital feedback in improving teaching skills, its role in enhancing self-reflection and lesson planning, and its impact on classroom management. A quasi-experimental pre-test and post-test design is employed to compare the performance of an experimental group (engaging in microteaching with digital feedback) and a control group (following traditional microteaching methods) in a teacher education program. The study evaluates improvements in teaching competencies, self-reflection, and classroom management skills. The sample consists of 150 prospective primary school teachers from two universities in Kazakhstan: Abai Kazakh National Pedagogical University and Kazakh National Women’s Teacher Training University. The experimental group, which received microteaching with digital feedback, demonstrated significant improvements in teaching performance. The findings strongly support the effectiveness of digital feedback in microteaching for enhancing teaching competencies, self-reflection, and classroom management. The substantial performance gains in the experimental group suggest that Kazakhstan’s teacher training programs could benefit from the broader implementation of digital microteaching tools to enhance instructional quality and teacher preparedness. The results of this study can inform the development of standardized guidelines for integrating digital feedback into microteaching and aligning these practices with Kazakhstan’s digital education strategy.
classroom management , digital feedback , lesson planning , microteaching , self-reflection , student engagement , teacher education , teaching competencies
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Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of Kazakh and Russian Languages, NJSC “Kazakh National Research Technical University named after K. Satpayev”, Almaty, Kazakhstan
Department of pedagogy and methodology of primary education, NJSC “Karaganda University named after Academician E. Buketova”, Karaganda, Kazakhstan
Department of Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Institute of Pedagogy and Traditional Art, Korkyt ata Kyzylorda University, Kyzylorda, Kazakhstan
Department of Russian Language and Literature, Ataturk University, Erzurum, Turkey
Department of Primary Education
Department of Kazakh and Russian Languages
Department of pedagogy and methodology of primary education
Department of Pedagogy
Institute of Pedagogy and Traditional Art
Department of Russian Language and Literature
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