The use of video-based reflection to facilitate pre-service English teachers’ self-reflection

Abstract

As self-reflection is crucial for improving the professional identity of pre-service teachers, it is paramount to discover ways that may assist them to reflect more effectively. This study investigates how self-reflection may be enhanced by the use of video recording as compared to that which is facilitated only by students’ memories. Employing a descriptive qualitative analysis method, the research uses reflection journals and interviews from pre-service English teachers of two available microteaching classes of an English language education program in an Indonesian private university in Central Java. While the students in one class used video recording to help them reflect, those in the other class relied on memory. The findings showed that the reflections supported by video recording were more specific and more analytical, focusing more attention on management-related issues of the teaching. Those from the memory-based group, on the other hand, tended to be general and descriptive with more accounts on personal feelings.

Fostering critical thinking skills in ELT through video-based reflection

“…Video-based reflection has generally been studied with a focus on using video recordings for selfreflection in teacher education including language teachers (Brouwer, 2015;Cavanagh, Bower, Moloney & Sweller, 2014;Setyaningrahayu, Widhi & Murtisari, 2019). Schwartz, Lin and Holmes (2003) point out the importance of using technology for facilitating reflection and minimising cultural distance by claiming that "technology enables manageable cross-cultural exchanges that target specific learning goals for reflection" (p. 302).…”

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

“…They stated that this assignment helped them to develop a clearer sense of how to behave like a teacher and see classroom situations from the perspective of a teacher rather than student which gave them more confidence in their teaching (Koc 2011 ). Another study praised video recording of micro teaching because it was found to focus pre-service EFL teachers’ attention more upon teaching-related and actionable concerns like classroom management and self-management rather than their more subjective feelings about the experience which ultimately had minimal impact on their classroom practice (Setyaningrahayu et al 2019 ).…”

“…For instance, video provides an audio-visual record of a teaching situation (Quigley and Nyquist 1992 ). It can focus a learner’s attention and help them to better understand the events it contains by giving them the ability to pause, rewind and replay to review, annotate and analyze it in considerable detail (Hung et al 2004 ; Setyaningrahayu et al 2019 ; Snoeyink 2010 ). This enables review of the teaching and the ability to notice aspects of it that would ordinarily be overlooked (Zhang et al 2010 ).…”

“…Several researchers have produced evidence that it does in fact foster teachers’ professional growth. For instance, analysis of microteaching videos develops teachers’ ability to critically analyze their lessons (Akcan 2010 ) while also enabling them to focus their reflection on specific aspects of those lessons (Setyaningrahayu et al 2019 ).…”

“…For instance, several studies reported that opportunities for lesson video analysis helps improve their teaching skills (Agbayahoun 2017 ; Liu 2012 ; Susoy 2015 ). Other studies have isolated more specific skills that these analyses allow learners to focus on such as their target language use (Savas 2012a , b ; Susoy 2015 ), materials design (Deneme 2020 ), and classroom management (Setyaningrahayu et al 2019 ). With regard to classroom management, Gungor ( 2016 ) has highlighted how pre-service teachers become more aware of their own difficulty in managing student behavior.…”