doi: 10.18178/ijiet.2025.15.9.2383
Enhancing Teaching Skills through Digital Feedback in Microteaching: A Study with Prospective Primary Teachers
Zhazira Zhumabayeva1
,
Kulyay Zhaxylikova2 ,
Assel Omirzakova3 ,
Elmira Aitenova4,* ,
Manat Zhailauova5 ,
Saniya Nurgaliyeva1,6
- 1Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 2Department of Kazakh and Russian Languages, NJSC “Kazakh National Research Technical University named after K. Satpayev”, Almaty, Kazakhstan
- 3Department of pedagogy and methodology of primary education, NJSC “Karaganda University named after Academician E. Buketova”, Karaganda, Kazakhstan
- 4Department of Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
- 5Institute of Pedagogy and Traditional Art, Korkyt ata Kyzylorda University, Kyzylorda, Kazakhstan
- 6Department of Russian Language and Literature, Ataturk University, Erzurum, Turkey
- Manuscript receivedMarch 17, 2025
- revisedApril 16, 2025
- acceptedApril 30, 2025
- publishedSeptember 8, 2025
Abstract
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.
Keywords
- microteaching
- digital feedback
- teacher education
- teaching competencies
- self-reflection
- lesson planning
- classroom management
- student engagement
How to Cite
Zhazira Zhumabayeva, Kulyay Zhaxylikova, Assel Omirzakova, Elmira Aitenova, Manat Zhailauova, and Saniya Nurgaliyeva, "Enhancing Teaching Skills through Digital Feedback in Microteaching: A Study with Prospective Primary Teachers," International Journal of Information and Education Technology, vol. 15, no. 9, pp. 1820-1828, 2025. https://doi.org/10.18178/ijiet.2025.15.9.2383
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).