Using video recordings to improve microteaching and self reflection skills for teacher trainees of the faculty of English, Hanoi national university of education

A study was carried out to evaluate the effectiveness of using video-recordings to improve teacher trainee microteaching and self-reflection in the course of teaching language components and skills. To fulfill this aim, a basic theoretical background of microteaching, self-reflection and video recording is studied to provide a foundation for the procedure utilized in the research and the input for survey design.
Nội dung trích xuất từ tài liệu:
Using video recordings to improve microteaching and self reflection skills for teacher trainees of the faculty of English, Hanoi national university of education JOURNAL OF SCIENCE OF HNUE Interdisciplinary Science, 2013, Vol. 58, No. 5, pp. 136-142 This paper is available online at http://stdb.hnue.edu.vn USING VIDEO-RECORDINGS TO IMPROVE MICROTEACHING AND SELF-REFLECTION SKILLS FOR TEACHER TRAINEES OF THEFACULTY OF ENGLISH, HANOI NATIONAL UNIVERSITY OF EDUCATION Thai Thi Cam Trang Faculty of English, Hanoi National University of Education Abstract. To achieve the objectives of their training courses, it is important for teacher trainees to undertake self-reflection regarding their teaching performance. One valuable tools that can help this is video recording their micro-teaching. A study was carried out to evaluate the effectiveness of using video-recordings to improve teacher trainee microteaching and self-reflection in the course of teaching language components and skills. To fulfill this aim, a basic theoretical background of microteaching, self-reflection and video recording is studied to provide a foundation for the procedure utilized in the research and the input for survey design. To collect data, video clips of micro-teachings, reflection forms and a questionnaire filled by the pre-service students were used. The findings show that all of the subjects had positive attitude regarding the use of video recordings and many teacher trainees recognized that this technique had a good impact on their teaching performance. Keywords: Microteaching, self-reflection, video-recording.1. Introduction Microteaching has been developed as an integral part of teacher-training courses.It is defined as a procedure through which teacher trainees practice their instructionalmethods with their peers so that they can build confidence, gain support and getfeedback from the trainer and peers on their teaching performance (Nhu & Thuy, 2011).It readily combines theory with practice. When one considers that teacher traineesin many training programs do their practice teaching under inadequate supervisionwith no student feedback, the relative merits of microteaching become more apparent.Microteaching offers the advantages of both a controlled theoretical environment and aReceived January 29, 2013. Accepted April 20, 2013.Contact Thai Thi Cam Trang, e-mail address: trangthaicam@gmail.com136 Using video-recordings to improve microteaching & self-reflection skills for teacher trainees...realistic practical experience. It is hardly a substitute for teaching practice but it offersadvantages such as close supervision, manageable objectives established according toindividual trainee needs and progress, continuous feedback, an unprecedented opportunityfor self-evaluation, and immediate guidance in areas of demonstrated deficiency. Whenthese advantages are taken into consideration, microteaching becomes a valuable part ofa teacher training program throughout the world. Richard (1991) cited that Bartlett (1990) points out that becoming a reflectiveteacher involves moving beyond a primary concern with instructional technique and“how to” questions to asking “what” and “why” questions that regard instructions andmanagerial techniques, not as ends in themselves, but as part of broader educationalpurposes [4]. Self-reflection in teaching practice activities is a common approach forteacher trainees to ensure their teaching competence. Self-reflection is considered to becrucial to the development process of trainee teachers (Kong, Shroff & Hung, [2]). The using of video recording in teacher training has gained substantial support fromeducators and students in many parts of the world. Blasco et al. (2008) hold that thevideo recording technique is considered an important and effective strategy to improveuniversity teaching in novel lecturers to identify problems, to analyze the diction andthe structure of the lecture and to observe their own action and students’ perception ofthem. Kong, Shroff and Hung (2009) developed a web-enabled video system to encouragestudents to reflect on their teaching performance using a guiding framework. Nhu andThuy (2011) applied video recording effectively, enhancing pre-service teachers’ self -refection and teaching skills [3]. Since the Credit program began to be used at HNUE, there has come to beless time in class for the students, and this is also the case with the course “TeachingLanguage Components and Skills.” Because there’s less time in class for teacher trainees’micro-teaching, teacher trainees’ teaching skills are under expectation. The researcher’sown observations and information gleaned from discussions with other colleagues in EL ...