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Video-recording: Enhancing pre-service teachers’ self-reflection and teaching skills

Phan Quynh Nhu & Ton Nu Thanh Thuy

College of Foreign Languages Hue University

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Outline and AimsOutline

1. Background to the study

2. Methodology

3. Findings and Discussion

4. Conclusions and Implications

Aims: Seeking answers to the questions:• Could video-recording be used to record the pre-service teachers’ microteachings?• To what extent could the technique enhance their teaching skills and self-reflection?

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Background to the study

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.

Kong, Shroff & Hung (2009) : Self refection

Pre-service teachers should seriously consider and thoughtfully judge their own prior experience => self-reflection

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Two stages of self-reflection

• In action: T makes immediate decisions based on observation in actions.

• On action: T reflects back on the actions and refines upon the actions in the following classes; to identify strengths and weaknesses.

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Why Video recording ?

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

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Kong, Shroff and Hung (2009): web-enabled video system

- 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.

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However,…

Wright (2008): several logistical and organizational challenges: • barriers to the use of video supported reflection.

• videos: too cluttered for teachers (especially novices) to focus on particulars.

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Methodology

Participants

- 35 pre-service EFL teachers (third year students)

- two 7-10 minute microteachings per teacher

Instruments• Video-recording: a personal camera, videos uploaded onto a forum for class members (http://phuongphap1k5.hnsv.com/)• Reflection forms: filled after viewing videos

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Methodology• Questionnaire: Reliable

- 25 close and open-ended questions- 28 copies collected from pre-service teachers- reliability coefficient of 25 scale items:

- = 0.775

Data analysis

- by qualitative and quantitative methods

- using the Statistics Package for Social Studies version 19.0.

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Findings - Attitudes

1. Attitudes towards video-recording the teachers’ microteachings

a. Table 1: Viewing recordings for reflections

b. Viewing peers’ lessons: 96.4%

(Mode: 10, Min: 3; Max: 30)

Num of viewings for

N Mean Median Mode SD Min Max

Reflections1 Valid = 32Missing= 0

3.42 3 3 1.43 0 7

Reflections2 Valid: 28Missing: 4

3.21 3 2 1.17 2 6

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Attitudes

- 78.6% had difficulties in viewing own or peers’ lessons

Table 2: Difficulties upon viewing

Difficulties FrequencyLow-quality videos 77.3%Much time consumption 36.4%No personal computer 17.5%Trouble in video access 13.6%Technical troubles 13.6%Limited internet access 9,1%

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Attitudes

- 78.6% had difficulties in viewing own or peers’ lessons

Table 3: How convenient their viewings wereViewing totally

disagreedisagree neutral agree totally

agree1. directly

online 0.0 35.7 14.3 42.9 7.1

2. on personal computer

3.6 14.3 21.4 25.0 35.7

3. clearly videos

3.6 46.4 17.9 32.1 0.0

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Attitudes Table 4: Specific focuses upon viewingFocus onN=28 (valid=28, missing=0)

totally disagree

disagree neutral agree totally agree

1. instructions 0 0 3.6 57.1 39.32. steps of carrying out

activities0.0 3.6 3.6 50.0 42.9

3. language of instruction 0.0 0.0 0.0 46.4 53.64. use of teaching aids 0.0 0.0 3.6 67.9 28.65. error correction 0.0 0.0 14.3 60.7 25.06. use of board 0.0 0.0 0.0 57.1 42.97. interactions with

students0.0 0.0 10.7 53.6 35.7

8. involving students 0.0 0.0 10.7 53.6 35.79. posture in class 0.0 0.0 0.0 32.1 67.9

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Effectiveness Table 5: Improvement after viewingAfter viewing, they could

improve

totally disagree

disagree neutral agree totally agree

1. instructions 0 0 7.1 78.6 14.3

2. steps of carrying out activities

0.0 7.1 3.6 60.7 28.6

3. language of instruction

0.0 7.1 3.6 60.7 28.6

4. use of teaching aids 0.0 0.0 10.7 53.6 35.7

5. error correction 0.0 3.6 17.9 53.6 25.0

6. use of board 0.0 0.0 0.0 53.6 46.4

7. interactions with ss 0.0 0.0 17.9 42.9 39.3

8. involving students 0.0 7.1 10.7 64.3 17.9

9. posture in class 0.0 0.0 3.6 46.4 50.0

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Effectiveness

Table 6: Overall improvement after viewingThe pre-service students were

totally disagree

disagree neutral agree totally agree

1. better at teaching skills.

0 14.3 21.4 64.3 0.0

2. able to self-evaluate their microteachings.

0.0 0.0 21.4 60.7 17.9

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Possibility of using video-recordings -

Figure 1: Comparison of variables’ means

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Conclusion

The pre-service teachers:- were aware of and highly appreciated video-recording,- experienced some difficulties: low quality of videos, time consumption.more use of video-recording in other ELT methodology courses.

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Conclusion The pre-service teachers:- improved skills of classroom management and sub-skills of teaching English,- believed their overall teaching performance would be improved, - were able to recognize their strengths and weakness, - did not improve much between 1st and 2nd reflections (short interval + limited number of the reflections).

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Implications

Teacher trainers should- realize the significance of video-recording,- widely apply video-recording,- integrate technology into ELT syllabuses’,- be more competent in applying advanced technology in their training.

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Implications

Pre-service teachers should:-take advantage of video-recording to facilitate their self-directed learning,- be aware of the significance of self-reflecting in their professional progress.

The leading board of HUCFL should:- facilitate the use of video-recording- equip teacher training classrooms with high quality camera and microphones.

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References- Blasco, M., Fenollosa, M. L., Fuster, L., Garcia, E., Sanchis, P., Tortajada, L. A., Lloret, J. (2008). Video recordings in university teachers training: benefits and limitations. International Journal of Education and information technologies, 1(2), 1-6.

- Gower, R., Phillips, D., Walters, S. (1995). Teaching Practice Handbook. Oxford: Macmillian Heinemann English Language Teaching.

- 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.

- Ur, P. (1996). A course in language teaching. New York: Cambridge University Press.

- Wright, G. A. (2008). How does video analysis impact teacher reflection-for-action? PhD thesis. Brigham Young University.

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Thank you!