Guliston davlat pedagogika instituti

This mixed‑methods study investigates whether integrating the 3R+ reflective framework-Reflect, Reframe, Reform + CPD-into peer‑feedback‑based microteaching improves the reflective writing and classroom performance of pre‑service EFL teachers. Participants were 143 third ‑ and fourth‑year students at Namangan State University. The research embedded structured 3R+ templates in peer observation and activities, while the control group followed regular coursework without 3R+. Data sources included reflection journals, peer feedback forms, classroom observations, questionnaires, and semi‑structured interviews. Results indicate greater gains for the experimental group in reflective depth and teaching competence, with themes highlighting strengthened reflective awareness, perspective‑taking, and action planning aligned with CPD. The study concludes that 3R+‑structured peer feedback bridges reflection and practice and offers a practical route to sustainable professional development.

Rakhimova Humora Ilyasjonovna. APPLYING THE 3R+ REFLECTIVE FRAMEWORK TO PEER FEEDBACK IN TEACHER EDUCATION // FILOLOGIYA VA TIL TA’LIMI: ZAMONAVIY TENDENSIYALAR VA INNOVATSION YONDASHUVLAR. Guliston davlat pedagogika instituti, 2025, B.95-98. — https://konferensiya.gspi.uz/maqola/2320