예비 영어교사의 교육적 안목과 평가 전문성 탐색: 수업 실연 동료 피드백의 토픽모델링 분석

Exploring pre-service English teachers’ professional vision and assessment literacy: A topic modeling analysis of peer feedback in microteaching

This study explores how pre-service elementary English teachers develop professional vision and assessment literacy as reflected in their peer feedback on microteaching sessions. Drawing on 8,495 narrative feedback comments collected over five semesters, the study employed BERTopic, a neural topic modeling technique, to identify key themes within the data. The analysis revealed six dominant topics that capture the core of what pre-service teachers attend to and value in teaching practice: student-centered activities, clarity of teacher talk, effective use of audiovisual materials, integration of language skills, coherent lesson structure, and positive classroom atmosphere. These findings demonstrate that even at an early stage of teacher education, pre-service teachers can notice pedagogically meaningful aspects of instruction rather than offering superficial praise. However, their feedback rarely addressed less visible elements such as formative assessment or lesson closure, indicating areas where both their instructional noticing and evaluative focus are still underdeveloped. Overall, the study suggests that engaging in peer feedback can foster pre-service teachers’ professional vision and enhance their assessment literacy, highlighting the need for explicit guidance in teacher education programs to expand novices’ noticing and feedback competencies.