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

Abstract

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.