《Education and Information Technologies》2025年6月1日

Exploration of pathways in teacher education is an international trend. Peer feedback and peer teaching are considered effective teacher-education methods. However, traditional peer teaching (TPT) lacks high-quality peer feedback because of the insufficient scaffolding provided to learners. This study proposes a multimodal peer-feedback-based peer-teaching (MPFPT) approach that combines the advantages of peer teaching and peer feedback and compensates for the disadvantages of rubrics and score-based feedback. This quasi-experimental study employed a mixed methods approach and spanned 16 weeks (N = 60). In the experimental and control groups of pre-service teachers, respectively, the MPFPT and the TPT approaches were used. The results indicated that MPFPT improved pre-service teachers’ content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), and technological pedagogical and content knowledge (TPCK), but failed to improve pre-service teachers’ technological content knowledge (TCK) and technological pedagogical knowledge (TPK). In addition, the MPFPT improved preservice teachers’ critical thinking skills. The interview results showed that the approach increased pre-service teachers’ learning engagement and reflective learning.