ABSTRACT

This study investigates pre-service teachers’ engagement in reflection and reflective practice through video-recorded microteaching sessions. Using multiple qualitative tools (i.e. field notes, peer feedback, focus group discussions), we conducted a case study with 34 EFL pre-service teachers performing microteaching as part of a compulsory language teacher education course at a state university in southwestern Turkey, i.e. Burdur province. Analysed through thematic analysis, the data showed that watching their own video-recorded sessions with guided focus group discussions proved itself useful to involve them in reflection on their practices and notice several issues, which they did not perceive beforehand. Furthermore, developing critical insights into their practices, most participants were observed to make changes in their future practices, e.g. classroom language, time management, choice, and conduct of activities. Building on the theoretical research into the use of videos in microteaching for purposes of reflection and reflective practice, this study shows that using video-recorded sessions with follow-up group discussions is useful for helping pre-service teachers to engage in reflection and critical thinking.

摘要

本研究通过视频录制的微型教学课程调查了职前教师在反思和反思实践中的参与度。我们使用多种定性工具（即现场笔记，同伴反馈，焦点小组讨论），对土耳其西南部一所州立大学（即Burdur）的34名EFL职前教师进行了微格教学进行了案例研究，作为必修语言教师教育课程的一部分省。通过专题分析分析，数据显示，在小组讨论的指导下观看他们自己的录像会议，证明对让他们反思自己的作法并注意到一些他们事先没有意识到的问题非常有用。此外，通过对他们的实践发展批判性见解，观察到大多数参与者在他们的未来实践中做出了改变。G。课堂语言，时间管理，选择和活动进行。基于对在微型教学中使用视频进行反思和反思练习的理论研究，该研究表明，将视频录制的课程与后续小组讨论结合使用，有助于帮助职前教师进行反思和批判性思维。