The use of video in microteaching: affordances and constraints

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

“…Similarly, some pre-service teachers in Mercado and Baecher's ( 2014 ) research expressed their reluctance to share the footage of their teaching with others such as their peers or supervisors, but if they eventually did, they found the feedback that they received to be generally helpful. Serdar Tülüce and Çeçen ( 2018 ) likewise observed that while participants were nervous at the beginning of their filmed microteaching, those feelings dissipated soon after they began to teach. Participants in that study were also initially nervous about watching video of their own lesson but that nervousness also subsided shortly after they began to watch themselves.…”

“…The results of previous research reveal that reflection on teaching raises pre-service teachers’ learning about instructional practice (Liu 2012 ) as well as their awareness of their strengths and weaknesses as teachers (Akcan 2010 ; Gungor 2016 ; Mercado and Baecher 2014 ). It also helps them to see the mistakes that they had unknowingly made while teaching (Serdar Tülüce and Çeçen 2018 , p. 78) and “aspects of their teaching they wouldn’t have thought about if they had not gone through the reflection task…” (Agbayahoun 2017 , p. 80). For example, they were able to focus on facets of their teaching that they struggled with such as classroom management, using the target language and behaving appropriately themselves (Gungor 2016 ).…”

“…Having access to videos of their teaching also allowed student teachers to critically reflect on their pedagogical practice “by identifying their weaknesses, providing justifications for their actions, and considering alternatives for their previous decisions. They explored what they could have done to rectify their mistakes and how they could improve their micro lessons” (Serdar Tülüce and Çeçen 2018 , p. 79). This self-evaluation can also become rather wide-ranging and detailed in that student teachers can assess their materials design ability, classroom management skill, and target language use through examining the videos of their microteaching (Gungor 2016 ).…”

“…Through analyzing videos of their teaching, teachers become better able to identify their strengths and weaknesses (Mercado and Baecher 2014 ; Serdar Tülüce and Çeçen 2018 ). For instance, several studies reported that opportunities for lesson video analysis helps improve their teaching skills (Agbayahoun 2017 ; Liu 2012 ; Susoy 2015 ).…”

“…Some studies have reported that the preparation for video-based lesson feedback was time-consuming for pre-service teachers (Savas 2012a , b ) and for teacher educators to provide formative assessment on (Eröz-Tuğa 2013 ). Others have stated that they feel anxious or nervous to be filmed while teaching (Savas 2012a , b ; Serdar Tülüce and Çeçen 2018 ) either because they feel uncomfortable being filmed (Hockly 2018 ) or because they fear making mistakes and receiving a negative evaluation from their peers or supervisor (Mercado and Baecher 2014 ).…”