模擬授業後の協議会における教師教育者のフィードバック改善にむけたセルフスタディ

This study examines feedback as an activity performed by teacher educators, focusing on the importance of post-microteaching consultation for their professional development. By defining feedback as “a process through which learners make sense of information from various sources and use it to enhance their work or learning strategies”, we explore how learners can develop their agency. We engaged in collaborative, critical self-study through mutual interviews, the results of which were analyzed using the qualitative data analysis method, “SCAT” (Steps for Coding and Theorization). The results suggest that dialogue about feedback itself can lead to improvements in feedback quality, and that evidence-based dialogue deepens reflection. We also found that developing feedback literacy is important for educational practice, and that a need exists to create platforms for teacher educators to connect with each other.