Work

Peer-Review–Based Instructional Intervention for Refining Educational Problem Identification in Teacher Practicum II

Year: 2026

Type: article

Abstract: Practicum II with a cohort of twelve student teachers. The intervention was designed to support the refinement of educational problem identification through an anonymous peer-review process using a shared digital workspace. Rather than reporting research findings, this report provides a detailed account of the instructional design, implementation process, student engagement protocol, and the types of data generated through the intervention. The report aims to offer a transferable model for teacher educators interested in practice-based and process-oriented approaches to developing professional noticing and problem identification skills.

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.18672585

Author: Talebzadeh, Hossein

Institution: Farhangian University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W7129737066

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