An Action Research Investigation of the Impact of Using Online Feedback Videos to Promote Self-Reflection on the Microteaching of Preservice EFL Teachers

Odo, Dennis Murphy

doi:10.1007/s11213-021-09575-8

Cited by 14 publications

(6 citation statements)

References 22 publications

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“…On the other hand, several drawbacks of video microteaching have also been identified in available studies. Murphy Odo (2022) states that some students experience nervousness and embarrassment when recording sessions. Others complained about limited opportunities for interaction with peers or mentors as they could not speak directly with them.…”

Section: Video-microteachingmentioning

confidence: 99%

Video Microteaching as an Innovation in University Students' Teaching Practice

Gabrhelová,

Vochozka

2024

R&E-SOURCE

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Increasing the quality of undergraduate teacher training programmes and responding to the current needs and requirements are necessary in the modern world. So, DTI University in Dubnica nad Váhom, Slovakia, has implemented an international grant project focusing on applying video microteaching as an innovation in teacher training. The proposed paper aims to draw attention to the benefits of video microteaching as a suitable, effective, and attractive alternative to the traditionally applied methods of teacher trainees’ teaching practice, with particular attention paid to the necessity of preparing students for it. The paper presents information about a series of interactive workshops with experienced teachers carried out within the project, where teachers shared their expertise with teacher trainees and provided them with space to develop the knowledge and skills essential for delivering lessons and classroom observations. Also, the results of a brief survey are presented, where teacher trainees provided feedback on the quality and the content of the interactive workshops and expressed their overall satisfaction.

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Section: Video-microteachingmentioning

confidence: 99%

Video Microteaching as an Innovation in University Students' Teaching Practice

Gabrhelová,

Vochozka

2024

R&E-SOURCE

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“…Di Stefano et al (2023) argued that providing an opportunity to engage in and reflect on key lessons from experience is more important to learning than repeated experiences without any opportunity to reflect. Odo (2021) noted that "reflective practice can expand our understanding of beliefs, knowledge, and attitudes about our practice as well as the teaching and learning process itself" (p. 329). Alt et al (2022) noted that learners typically exhibit reflection in their actions when participating in reflective practice.…”

Section: Reflective Practice and Collaborative Learningmentioning

confidence: 99%

Preparing Student Teachers to Teach: A Technology-Enhanced, Reflective, and Collaborative Model

Kara

2024

EJES

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In language teacher education programs, to train learners to become effective and qualified teachers, theories of learning and teaching are taught. In the methodology courses, learners experience teaching to their peers as a link between theory and practice. To improve teaching experiences, the current study focuses on a special methodology course, Teaching English to Young Learners, by implementing technology, reflective feedback, and collaborative learning, and it presents a model that is grounded within the social constructivist theory. Sixty-two learners participated in the study. Two groups were randomly assigned to the Technology Enhanced Group and Control Group to investigate the effectiveness of the technology-enhanced, reflective, and collaborative model; and to explore the learners’ perceptions. The qualitative data was analyzed using feedback, reflections, and learner interviews. The technology-enhanced, reflective, and collaborative model of teaching how to teach to young learners proved to be effective. Participants noticed the pedagogical aspects of the teaching model presented to them and their perceptions were positive. It is concluded that it is crucial to search for ways to help learners learn the theory and prepare future teachers for their actual classroom experience in language teacher education programs. Article visualizations:<img src="/-counters-/edu/0108/a.php" alt="Hit counter" />

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“…Action Research (AR) has often been used to explore pre-service EFL teachers' microteaching practices. A recent example is Odo's (2022) study on pre-service teachers giving video-recorded microteaching lessons followed by videorecorded feedback from their course tutor. The qualitative data gathered from the student teachers show that they felt that "the feedback was extensive and detailed and offered an objective perspective on their teaching that they could review many times" (p. 327).…”

Section: Action Research and Microteachingmentioning

confidence: 99%

Demo Lessons and Peer Observation to Enhance Student Teachers’ Competencies and Exit Profiles

Orosz,

Recino,

Ochoa

2023

IJLTER

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The research study was carried out at an Ecuadorian teacher training university and aimed at bridging the gap between the exit profile requirements of student teacher graduates and the syllabus of the subject called Teaching language skills. The objective was to establish how far demo lessons (such as microteaching sessions) can facilitate the training of student teachers, and prepare them for authentic teaching-learning situations at the beginning of their careers. A qualitative paradigm based on Action Research (AR) methodology was used in two consecutive cycles employing class observation, reflection and survey questions for feedback. In the first cycle, student teachers, who gave demo lessons on how to improve listening skills, were given feedback by the class teacher and their peers. In the second cycle, which aimed at mitigating the weaknesses identified by the observers and the class teacher in the first cycle, student teachers gave demo lessons on improving speaking skills. After the two cycles were completed, the 26 participants of the module were asked to provide responses to a survey questionnaire which specifically explored their perceptions on how far the demo lessons had helped them develop their professional competencies. The researchers conclude that observations of and reflections on the demo lessons benefited not only the class teacher, who was able to improve her methodology, but it also helped the student teachers since they could improve their teaching strategies and techniques to teach English. The student teachers’ answers to the survey questions proved that the activities associated with the demo lessons were considered effective for the development of their professional competencies as future teachers of English.

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An Action Research Investigation of the Impact of Using Online Feedback Videos to Promote Self-Reflection on the Microteaching of Preservice EFL Teachers

Cited by 14 publications

References 22 publications

Video Microteaching as an Innovation in University Students' Teaching Practice

Video Microteaching as an Innovation in University Students' Teaching Practice

Preparing Student Teachers to Teach: A Technology-Enhanced, Reflective, and Collaborative Model

Demo Lessons and Peer Observation to Enhance Student Teachers’ Competencies and Exit Profiles

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