ABSTRACT

During teacher training courses, pre-service teachers acquire not only aspects regarding specific content they must teach, in this case English as a Second and Foreign Language, they also analyse different pedagogical approaches and reflect on their practical implementations. At present, student-centred approaches are being implemented in educational systems and they demand complex perspectives focused on interaction and reflective practices. One way of promoting these approaches is by incorporating didactic discussions based on the meta-analysis of recorded lessons that are presented as case studies. By watching and examining specially chosen video-recorded lessons, prospective teachers reflect upon and discuss different teaching and learning approaches, classroom management strategies, ways of interacting, and classroom arrangements. A mixed research approach, based on interviews and a classroom survey, was carried out during two consecutive years in an English teacher training programme in Uruguay to evaluate the effectiveness of didactic discussions based on the observation of video-recorded lessons. All of the pre-service teachers stated that the discussions and debates the video-recorded lessons triggered, helped them understand and acquire important pedagogical notions that helped them teach in more confident and effective ways.

摘要

在师资培训课程中，职前教师不仅获得了有关他们必须教的具体内容的方面，在这种情况下，英语作为第二语言和外语，他们还分析了不同的教学方法，并对自己的实际实施方式进行了反思。目前，以学生为中心的方法正在教育系统中实施，它们要求以交互和反思实践为中心的复杂观点。促进这些方法的一种方法是通过结合基于案例研究的记录课程的荟萃分析进行教学讨论。通过观看和检查特别选择的录像课程，准教师可以反思和讨论不同的教学方法，教室管理策略，互动方式和教室布置。连续两年在乌拉圭的英语教师培训计划中，采用了基于访谈和课堂调查的混合研究方法，以根据录像课程的观察来评估教学讨论的有效性。所有的职前教师都表示，录像课程引发的讨论和辩论，帮助他们理解和掌握了重要的教学观念，从而有助于他们以更加自信和有效的方式进行教学。