Quasi-experimental design improved teaching competencies and self-reflection in prospective teachers, suggesting benefits for teacher training programs.
Key Points
Significant improvements in teaching performance were seen in the experimental group using digital feedback.
The experimental group enhanced self-reflection and classroom management skills compared to the control group.
Microteaching with digital feedback employed a quasi-experimental design to evaluate teaching effectiveness.
Findings imply potential for broader use of digital feedback in Kazakhstan’s teacher education strategies.