A growing number of researchers have investigated the potential of using video recordings to foster greater self-reflection in pre-service teacher preparation programs. However, at present, few investigations have explored secondary-level pre-service teachers’ perceptions of in-the-moment video recorded feedback on their teaching. Thus, pre-service teachers taught video recorded microteaching lessons and were given video recorded feedback from their course instructor. The lessons were conducted during the Covid-19 lockdown so it was not possible for the course instructor to conduct more interactive face-to-face lessons. Each participant’s lesson with instructor feedback was shared with their classmates. Qualitative data were collected and analyzed regarding their experiences and perceptions of the microteaching and feedback they received. Findings revealed that they learned general teaching principles, and identified several specific teaching practices (e.g., lesson planning). They also felt that the feedback was extensive and detailed and offered an objective perspective on their teaching that they could review many times. Some drawbacks of the video feedback included their nervousness about sharing it, some reservations they had regarding the authenticity of the process, and their requests for greater interaction with peers about the feedback.

越来越多的研究人员调查了在职前教师准备计划中使用录像来促进更大程度的自我反思的潜力。然而，目前，很少有调查探讨中学职前教师对其教学的即时视频记录反馈的看法。因此，职前教师教授视频录制的微格教学课程，并从他们的课程讲师那里获得视频录制的反馈。这些课程是在 Covid-19 封锁期间进行的，因此课程讲师无法进行更具互动性的面对面课程。每个参与者的课程以及教师的反馈都与他们的同学分享。收集并分析了他们对微格教学的经验和看法以及他们收到的反馈的定性数据。调查结果表明，他们学习了一般的教学原则，并确定了几种具体的教学实践（例如，课程计划）。他们还认为反馈是广泛而详细的，并为他们的教学提供了一个客观的视角，他们可以多次复习。视频反馈的一些缺点包括他们对分享它的紧张，他们对过程的真实性有一些保留，以及他们要求与同行就反馈进行更多的互动。