This study developed a peer review mobile system to support pre-service teaching skills improvement. The review comparison function was developed that supported individual review comparisons and comparisons with others by superimposing the reviews as markers on the video image. Based on the position and timing of the reviews, it was able to distinguish between individual self-reviews and peer reviews during reflection. The teaching skills organizing function that organized teaching skills from three perspectives was also developed that allowed for the dragging and dropping of markers during reflection to any position on the video image to indicate the skills that the pre-service teachers needed to improve. The practice of peer review and self-reflection were then verified with 16 university students who had had no student teaching experiences in elementary school, after which a Likert scale and free description survey was conducted. Using a mixed-method analysis, it was found that the review comparison function was able to support individual review comparisons and comparisons with others using sequential and overall comparisons, and the teaching skills organizing function was able to organize the teaching skills the pre-service teachers needed to improve by identifying the viewpoints and categorizing the teaching skills. Based on the review comments, it was concluded that using this system could improve pre-service teaching skills and could be further expanded.
Shin Kurata, Nagasaki University, Japan
Takashi Fujiki, Nagasaki University, Japan
Masao Murota, Tokyo Institute of Technology, Japan