2. 1. Background to the study
2. Methodology
3. Try outs and responses
4. Implications
• Could mobile be used to record the pre-
service teachers’microteachings?
• Would viewing video recordings enhance their
teaching skills and self-reflection?
3. Slagoski (2007) Microteaching: a procedure
through which pre-service teachers
- practice their instructional methods with peers,
- build confidence, receive support and get
feedback from trainer and peers.
4. • Wallace (1991) Reflective teaching is the
critical exploration of one’s own teaching
practice and is essential to life-long
professional development.
• Richards (2002) Self-reflection encourages
teachers to develop the skills of considering
the teaching process thoughtfully, analytically,
and objectively as a way of improving
classroom practices.
5. Trainer’s demonstrations
Lesson plans in groups
Teaching skills for 7-10 minutes
Feedback from trainer and peers
Constructive feedback (Task Based)
Self reflection : need to be vital component of
pre-service training.
6. English teachers should be autonomous
learners in their life-long career.
Video recording provides:
• a reliable and durable means
• a tool for reflection
• an objective, permanent source
• a tool for observing various aspects of
classroom practice
• a tool for reflecting on nonverbal aspects of
teaching
7. to encourage pre-service teachers to reflect on
their teaching performance
to assist the teachers to self-produce a real
time record of teaching work
to manage the record without being
constrained by time and location.
8. Participants
- 35 pre-service B.Ed English Teacher-trainees
- two 7-10 minute microteachings per teacher
Instruments
• Mobile camera/video recordings
• Reflection forms: filled after viewing videos
9. Whether your instructions clear
Whether your body language appropriate
Whether your questions relevant
Whether you involved the whole class
Whether you talked too much
Whether you were too fast or too slow
Whether you made any serious error
(grammar/vocabulary/accent)….
10. Self-viewing ( remove stress/anxiety)
Self-reflection
Less threatening to the trainees’ own self –
esteem.
Repeated viewing
Build up confidence
Trainees’ own questions
Trainer’s questions
11. Select their own friend/classmate
Invite questions
Stimulate greater self-awareness
Constructive feedback
Comparing videos
Sharing /gaining
Reflection –a process-an integral part of
training.
12. The pre-service teachers:
- were aware of and highly appreciated video-
recording,
- experienced some difficulties: initial
apprehensions, low quality of videos, time
consumption.
- improved skills of classroom management and
sub-skills of teaching English,
13. The pre-service teachers:
- believed their overall teaching performance would
be improved,
- were able to recognize their strengths and
weakness,
- Helped them identify what was missed in the
trainer/peer feedback.
- Were able to evaluate their own teaching more
objectively and constructively.
14. Teacher trainers should
- realize the significance of video-recording ( as it
would enable the trainees to shift their focus of
reflection from superficial features of classroom
management to pedagogical issues.)
- widely apply video-recording (micro teaching-
real class room teaching),
- integrate technology into ELT syllabuses,
- be more competent in applying advanced
technology in their training.
15. Kong, S. C., Shroff, R.H. & Hung, H.K. (2009). A web
based video system for self reflection by student teachers
using a guiding framework. Australian Journal of Educational
Technology, 25(4), 544-558.
Orlova, N. (2009). Video recording as a stimulus for
reflection in pre-service EFL teacher training. English
Teaching Forum, 2, 30-35.
Slagoski, J. D. (2007) Practicum: microteaching for non-
native speaking teacher trainees. English Teaching Forum, 4,
32-37.
Tuga, B. E. (2013) Reflective feedback sessions using video
recordings. ELT Journal, 67/2, 175-183
16. Richards, J. C. (2002).Theories of teaching in
language teaching. In Methodology in language
teaching: An anthology of current practice, ed. J.
C.Richards and W.A.Renandya, 19-25. Cambridge:
Cambridge University Press.
Wallace, M. J. ( 1981).The use of video in EFL
teacher training. In ELT documents 110, Focus on
the teacher: Communicative approaches to teacher
training, 7-21. London: British Council.
17. Acknowledgement
Thanks to RELO who sponsored my
participation in the conference.
Thanks to my trainees…