The use of video-based reflection to facilitate pre-service English teachers’ self-reflection
DOI:
https://doi.org/10.25170/ijelt.v14i2.1443Keywords:
EFL, pre-service teacher, microteaching, video-based reflection, memory-based reflectionAbstract
As self-reflection is crucial for improving the professional identity of pre-service teachers, it is paramount to discover ways that may assist them to reflect more effectively. This study investigates how self-reflection may be enhanced by the use of video recording as compared to that which is facilitated only by students’ memories. Employing a descriptive qualitative analysis method, the research uses reflection journals and interviews from pre-service English teachers of two available microteaching classes of an English language education program in an Indonesian private university in Central Java. While the students in one class used video recording to help them reflect, those in the other class relied on memory. The findings showed that the reflections supported by video recording were more specific and more analytical, focusing more attention on management-related issues of the teaching. Those from the memory-based group, on the other hand, tended to be general and descriptive with more accounts on personal feelings.
References
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Rich, P. & Hannafin, M.J. (2009). Scaffolded video self-analysis: Discrepancies between preservice teachers’ perceived and actual instructional decisions, Journal of Computing in Higher Education, 21(2), 128-145.
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Marjorie, T. (2008). Noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59 (4), 347–360. DOI: 10.1177/0022487108322128
Sachratz, M. (1992). Researching while teaching: An action research in higher education. Studies in Higher Education 17, 1: 81-95.
Sellars, Maura. (2012). Teachers and change: The role of reflective practice. Procedia - Social and Behavioral Sciences, 55, 461 – 469. Retrieved from https://reader.elsevier.com/reader/sd/pii/S1877042812039870?token=4CEA4B18C9A5053EA78E2FB0463861B1D9A9B02B65E573ECE0CD73723EFB75BFDF5F5BEB5D6E3FC79EAB7F187A8D2FBB
Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia - Social and Behavioral Sciences, 199, 163 – 171
Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28, 728-739.
van Es, E. A. (2008). A framework for learning to notice student thinking. Paper presented at the annual meeting of the American Educational Research Association, New York.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
van Es, E. A., & Sherin, M. G. (2005). Using Video to Support Teacher’s Ability to Notice Classroom Interactions. Journal of Technology and Teacher Education, 13(3), 475–491.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.
Bloomberg G., et al. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for educational research online 5 (2013) 1, S. 90-114. Retrieved from https://www.pedocs.de/frontdoor.php?la=de&source_opus=8021
Boud, D., Keogh, R.,&Walker, D (Eds.). (1985). Reflection Turning Experience into Learning(1st ed.). London: Routledge. https://doi.org/10.4324/9781315059051
Boud, D., Keogh, R.,&Walker, D (Eds.). (2013). Reflection Turning Experience into Learning(1st ed.). London: Routledge, https://doi.org/10.4324/9781315059051. Retrieved from https://www.taylorfrancis.com/books/9781315059051
Chirema, K. D. (2003). The use of reflective journals in the promotion of reflection and learning in post registration nursing students. (Doctoral dissertation). Retrieved from http://eprints.hud.ac.uk/4710/
Cowan, J. (2006). On becoming an innovative university teacher: Reflection in action. England: Open University Press.
Davies M., & Bryer, F. (2004). Using video feedback and interpersonal process recall to develop competencies and skills in teachers. Retrieved from http://www98.griffith.edu.au
Duffy, A. (2007). A concept analysis of reflective practices determining its values. British Journal of Nourishing, 16(22), 1400-1407.
Fukkink, R.G., Trienekens, N. & Kramer, L.J.C. (2011). Video Feedback in Education and Training: Putting Learning in the Picture. Educational Psychology Review, 23(45). Retrieved from https://doi.org/10.1007/s10648-010-9144-5
Hannafin, M., & Rich, P. J. (2009). Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection. Journal of Teacher Education, 60(1), 52-67. https://doi.org/10.1177/0022487108328486.Retrieved from https://journals.sagepub.com/doi/abs/10.1177/0022487108328486
Harford, J., MacRuairc, G., & McCartan, D. (2010). ‘Lights, camera, reflection’: using peer-video to promote reflective dialect dialogue among student teachers. An international journal of teachers' professional development, 14(1), 57-68. https://doi.org/10.1080/13664531003696592. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/13664531003696592
Korkko, M., Kyro-Ammala, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206. Retrieved from https://www.sciencedirect.com/science/article/pii/S0742051X16300142
Kourieus, S. (2016). Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth. Australian Journal of Teacher Education, 41(1), 65-80.
Krammer, K., Ratzka, N., Klieme, E., Lipowsky, F., Pauli, C., & Reusser, K. (2006). Learning with classroom videos: Conception and first results of an online teacher training program. Zeitschrift für Didaktik der Mathematik, 38(5), 422–432. DOI: 10.1007/BF02652803
Linman, J. S. (1980). Media and Methods. NJ: CTU Press
Lofthouse, R. and Birmingham, P. (2010) ‘The camera in the classroom: video-recording as a tool for professional development of student teachers’, Teacher Education Advancement Network Journal, 1(2) December [Online]. Available at: http://www.audioenhancement. com /wp-content/uploads/2014/06/The-camera-in-the-classroom-video-recording-as-a-tool-for-professional.pdf
Loughran, John. (2006). Developing a Pedagogy of Teacher Education Understanding Teaching & Learning about Teaching (1st ed.). London: Routledge. https://doi.org/10.4324/9780203019672
McCurry, D. S. (2000). Technology for critical pedagogy: Beyond self-reflection with video. Society for Information Technology and Teacher Education International Conference 2000. http://www.ace.org/dl/files/SITE2000p41.pdf
Orlova, N. (2009). Video recording as a stimulus for reflection in pre-service EFL teacher training. English Teaching Forum, 47(2), 30-35.
Ostrosky M. M., Mouzourou C., Danner N., & Zaghlawan H.Y. (2013). Improving Teacher Practices Using Microteaching: Planful Video Recording and Constructive Feedback Young Exceptional Children. SAGE journals, 16, 16-29. DOI: 10.1177/1096250612459186. Retrieved from https://journals.sagepub.com/doi/10.1177/1096250612459186
Ramesh, A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of Research in Medical Sciences 18(2), 158-63. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/
Rich, P. & Hannafin, M.J. (2009). Scaffolded video self-analysis: Discrepancies between preservice teachers’ perceived and actual instructional decisions, Journal of Computing in Higher Education, 21(2), 128-145.
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Marjorie, T. (2008). Noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59 (4), 347–360. DOI: 10.1177/0022487108322128
Sachratz, M. (1992). Researching while teaching: An action research in higher education. Studies in Higher Education 17, 1: 81-95.
Sellars, Maura. (2012). Teachers and change: The role of reflective practice. Procedia - Social and Behavioral Sciences, 55, 461 – 469. Retrieved from https://reader.elsevier.com/reader/sd/pii/S1877042812039870?token=4CEA4B18C9A5053EA78E2FB0463861B1D9A9B02B65E573ECE0CD73723EFB75BFDF5F5BEB5D6E3FC79EAB7F187A8D2FBB
Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia - Social and Behavioral Sciences, 199, 163 – 171
Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28, 728-739.
van Es, E. A. (2008). A framework for learning to notice student thinking. Paper presented at the annual meeting of the American Educational Research Association, New York.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
van Es, E. A., & Sherin, M. G. (2005). Using Video to Support Teacher’s Ability to Notice Classroom Interactions. Journal of Technology and Teacher Education, 13(3), 475–491.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.
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2019-10-31
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