An exploratory study on pre-service teachers’ reflective reports of their video-recorded microteaching

Abstract

The micro-teaching technique has been utilized for more than half a century by teacher education programs with the main aim of providing pre-service teachers with practice opportunities. The flexible nature of the technique makes it possible to adapt the implementation to the peculiarities of any specific context. In addition, the latest technological developments such as smartphones and the internet can also be integrated into the microteaching technique to increase its efficiency. In this study, the participating pre-service teachers have been asked to videorecord their microteaching performances and watch their performances several times before they write a reflective report on their performance. The technique of content analysis has been applied in the analysis process of the reflective reports and their perceptions as to their instructional skills have been identified. It has also been observed that, in comparison to traditional implementation of the microteaching technique, integration of smartphone videorecording technology into the microteaching technique has yielded benefits particularly in terms of the feedback stage and improving pre-service teachers' reflective skills.

The Use of Google Meet For Online Microteaching

“…Research indicates that microteaching has been useful for preservice teachers as it provides opportunities for them to practice teaching (Önal, 2019), to plan and apply teaching methods and techniques (Özonur & Kamışlı, 2019), to improve various teaching skills (Ahn & Park, 2020;Bakır, 2014;Imaniah, 2019), and to develop effective teaching strategies (Ismail, 2011). Due to its importance in enhancing teacher candidates' teaching skills, microteaching has also been studied to know how pre-service teachers do reflective practices (Önal, 2019;Riyanti, 2020), use reinforcement strategies (Jonaria & Ardi, 2020), use questioning strategies (Sunra & Nur, 2020), self-efficacy (Arsal, 2014), and pre-service teachers' perceptions (Imaniah, 2019;Ismail, 2011;Kusmawan, 2017;Merc, 2015;Özonur & Kamışlı, 2019), developing learners autonomy (Bodis et al, 2020) While there has been abundant research related to microteaching, there is still a dearth research related to online microteaching. Among the five studies related to students' views on microteaching, there are only two studies focusing on the students' perceptions toward online microteaching (Kusmawan, 2017;Merc, 2015).…”

“…While teaching practicums have been usually done in school contexts, it is also common that pre-service teachers have practicums in university setting as a preparation for teaching practicum in school contexts. Known as microteaching, teaching practicum has been an integral part of teacher preparation program (Reddy, 2019) for it provides opportunities for pre-service teachers to practice teaching and enhances their teaching skills (Ahmed et al, 2019;Ahn & Park, 2020;Imaniah, 2019;Ismail, 2011;Önal, 2019;Özonur & Kamışlı, 2019;Reddy, 2019) before the teacher candidates have teaching practicum at school settings. For many students teachers, microteaching is often their first real teaching experience (Diana, 2013).…”

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

“…The generic collaborative use of teachers' video clips has been found in a wide variety of educational and professional contexts, from initial teacher education (Baecher et al, 2012(Baecher et al, , 2018Baecher & Jewkes, 2014;Bowlin et al, 2015;Foong et al, 2018;Kaendler et al, 2016;Kontkanen et al, 2016;Önal, 2019) to teachers' professional development (Arya et al, 2015;Baecher & Kung, 2014;Charteris & Smardon, 2013;Gröschner et al, 2015;Hennessy & Deaney, 2009;Ho & Tan, 2013;Leighton et al, 2018;Pearson et al, 2003) and vocational education (Hämäläinen & Cattaneo, 2015), among others.…”

“Thriving through Reflecting”: Current Perspective on Teacher Professional Development Research in Asia Context

“…Critiques addressed for pre-service teachers as they have inadequate ability to link teaching theories and practices (e.g. Rahmini & Chabok, 2013;East, 2014;Jones & Ryan, 2014;Kuswandono, 2014;Medwell & Wray, 2014;Allas, Leijen, & Toom, 2016;Horasanli & Ortactepe, 2016;Stenberg & Hilppo, 2016;Nguyen, 2017;Arslan, 2019;Onal, 2019). In fact, teacher higher education programs focus more on educating the theories to pre-service teachers without providing ample opportunities for teaching practice (Nguyen, 2017).…”