PEER-EVALUATION AS A TRIGGER TO SELF-REFLECTION IN TEACHING PRACTICUM OF PRE-SERVICE ENGLISH TEACHERS
DOI:
https://doi.org/10.37547/geo-39Keywords:
teaching practicum, pre-service teachers, reflectionAbstract
The author of the article discusses potential of peer evaluation implemented in teaching practicums within pre-service English teacher curriculum as a mechanism that encourages student teachers to practice self-reflection. The author also proposes that there is need to develop a model of peer evaluation that stipulates certain standards of carrying out peer evaluation in teaching practicums.
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Ўзбекистон Республикаси Президентининг 2019 йил 8 октябрдаги «Ўзбекистон Республикаси олий таълим тизимини 2030 йилгача ривожлантириш концепцияси тўғрисида»ги ПФ-5847-сон Фармони. // https://lex.uz/docs/4545884
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