抄録
This study was conducted to examine whether there are any quantitative or
qualitative differences between teacher and peer feedback given to student teachers’
teaching demonstrations in a Japanese university. Four student teachers performed
teaching demonstrations, and their peers gave feedback by rating them and making
comments in terms of five criteria: "Lesson Plan," "Teaching Techniques," "Teacher Talk,"
"Student and Teacher Interaction," and "Classroom Atmosphere." Similarly, four
in-service teachers also gave feedback on the same student teachers’ video-recorded
demonstrations. The results of the analysis revealed that: (1) compared with the peers, the
in-service teachers evaluated the student teachers' demonstrations more critically, (2)
especially on the "Teaching Techniques" criterion; (3) the in-service teachers’ comments
were more concrete; (4) in the "Lesson Plan," "Teaching Techniques," "Teacher Talk," and
"Student and Teacher Interaction" criteria, the teachers made more concrete comments,
whereas except for "Teaching Techniques," the peers wrote more general comments; and
(5) the in-service teachers identified problems in the pre-service teachers’ demonstrations
more precisely and offered more specific solutions than the peers.
