Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

Standardizing the Constructivist REACT Framework and Improving Pre-Service Teachers’ Lesson-Planning Skills through PBL and Peer Feedback

Document Type : Original Article

Authors
zainab Gorzinmataee 1
Fatemehzahra Rezaee 2
Ommolbanin Ahmadihaji 2
1 Department of Educational Science, Farhangian University, Tehran, Iran
2 Department of Educational Sciences, Farhangian University, Tehran, Iran
10.22034/jcs.2025.527626.2443
Abstract
This study aimed to develop standardized indicators for assessing the quality of constructivist lesson plans based on the REACT model and to examine the effect of project-based learning (PBL), mediated by peer feedback, on lesson-planning skills of elementary pre-service teachers. The research was conducted using a mixed-methods design. In the qualitative phase, through content analysis and interviews with 10 experts in educational sciences and elementary education, 20 indicators were identified, demonstrating content validity (0.85) and reliability (0.86). In the quantitative phase, 80 female pre-service teachers from Farhangian University of Mazandaran were purposefully and randomly assigned to two experimental groups (with and without peer feedback), and the data were analyzed using independent t-tests. The PBL protocol consisted of three stages; problem design, application of project-based concepts, and peer feedback; grounded in the REACT framework. Findings indicated that the developed indicators provided a valid tool for evaluating lesson plan quality, and that integrating PBL with peer feedback significantly enhanced lesson-planning skills.
Keywords
Project-Based Learning
Peer Feedback
Constructivist Lesson Plan
REACT Model

Subjects

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  • Receive Date 01 June 2025
  • Revise Date 24 November 2025
  • Accept Date 03 December 2025