Students’ Perceptions Toward Lecturer’s Feedback During Microteaching Sessions

Naviana, Erika (2025) Students’ Perceptions Toward Lecturer’s Feedback During Microteaching Sessions. Undergraduate Thesis thesis, UIN K. H. Abdurrahman Wahid Pekalongan.

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Abstract

This study aims to explore students’ perceptions of the feedback provided by instructors during microteaching practice. This study employs a qualitative approach with a narrative design. Data were collected through interviews and classroom observations of three education program students who were purposively selected based on their academic ability levels (high, moderate, and low). This study was motivated by preliminary findings that some students continued to repeat teaching errors despite having received feedback from lecturer. Data analysis utilized the narrative framework by Clandinin and Connelly (2000), while the interpretation of findings drew upon Bandura’s Social Cognitive Theory (1986). The results indicate that students’ perceptions of feedback are shaped through three primary dimensions: cognitive, affective, and reflective. Students view feedback as a source of information to understand their mistakes, demonstrate varied emotional responses to feedback, and engage in reflection and improvement in subsequent teaching practices, although some errors still recur. This study concludes that feedback in microteaching serves as a means of evaluation and learning that supports the development of teaching skills in prospective teachers. Keywords: student perception, feedback, microteaching, qualitative research, narrative

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