Abstract:

In this study, it was aimed to examine the effects of microteaching together with self-assessment, peer, group and faculty member assessment practices on pre-service primary mathematics teachers’ professional competency and competency beliefs and to determine their views on the application process and assessment techniques used. Mixed methods research design was used in the study. The study group consists of 62 pre-service primary mathematics teachers studying in third year of the education faculty of a university. The data collection instruments used in this study were the Instructional Self-Efficacy Belief Scale for Pre-service Teachers, the Proficiency Scale for Mathematics Instruction, observation forms, and written interview forms. In the analysis of the quantitative data of the research, exploratory and descriptive statistics techniques were used, and in the analysis of qualitative data, content analysis technique was used. It has been revealed that microteaching together with self-assessment, peer, group and faculty member assessment practices improve preservice teachers' self-efficacy beliefs toward instruction process and toward mathematics teaching efficacy; and have a positive effect on the development of their professional competencies. In addition, it was found that pre-service teachers developed positive thoughts toward these assessment techniques. Based on the findings that self, peer, and group assessments prepare pre-service teachers for their professional careers, similar studies can be conducted with pre-service teachers of other content areas that can then be compared with the results of this study.

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