Reflective feedback using video recordings in elt pre service - new


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Reflective feedback using video recordings in elt pre service - new

  1. 1. Institute of Language Teaching.
  2. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 17.  Acknowledgement  Thanks to RELO who sponsored my participation in the conference.  Thanks to my trainees…