Özet:

Teacher education programs are challenged in supporting pre-service teachers’ emerging understandings of literacy-based instructional practices. Peer reviews have been shown to enhance knowledge among pre-service teachers. This study investigated how pre-service teachers in two early childhood programs utilized a critical peer review process focused on peers’ instructional and digital design techniques. Two instructors paired pre-service teachers from face-to-face and distance learning early childhood programs for a critical review activity. Pre-service teachers designed a digital literacy lesson and provided feedback to their partners through a peer critique form. Charmaz’s (2006) constant comparative method was used to guide an analysis of what pre-service teachers prioritized in the peer reviews. Findings indicated the review feedback focused on three pedagogical practices: (1) content-based skills, (2) multimodalities to increase engagement, (3) and developmentally appropriate simplicity and interactional design for young children. Implications include how critical peer processes help instructors identify instructional priorities of pre-service teachers.

Anahtar Kelimeler: