Akademik Veri Yönetim Sistemi
International Journal of Information and Education Technology, cilt.15, sa.9, ss.1820-1828, 2025 (Scopus)
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.