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

Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
An exploratory study on pre-service teachers’ reflective reports of their video-recorded microteaching
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 video-record 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 video-recording technology into the microteaching technique has yielded benefits particularly in terms of the feedback stage and improving pre-service teachers’ reflective skills.
Information about Author(s)*
Author 1
Author (Last name, First name)	Önal, Ahmet
Affiliated institution (University)
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.
Author 2
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Keywords

• Microteaching technique; reflective teaching; pre-service teacher education

References

1. Altinay, Z. & Altinay, F. (2012). An evaluation of school experience courses: the development of observation and reflection competences of prospective teachers. Procedia - Social and Behavioral Sciences, 55, pp. 87-93.
2. Amobi, F. A. (2005). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), pp. 115-130.
3. Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), pp. 453-464.
4. Bailey, K. M. (2009). Issues in language teacher evaluation. In Long, M. H. & Doughty, C. J. (Eds.), The handbook of language teaching, (pp. 706-725). Blackwell Publishing.
5. Bell, N. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, pp. 24-40.
6. Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), pp. 830-835.
7. Chuanjun, H. & Chunmei, Y. (2011). Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education, 22(3), pp. 291-302.
8. Cochran-Smith, M. (2004). The problem of teacher education. Journal of Teacher Education, 55(4), pp. 295-299.

9. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY, US: Routledge/Taylor & Francis Group.
10. Coskun, A. & Daloglu, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), pp. 23-42.
11. Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, pp. 34–55.
12. Davis, B. G. (2009). Tools for teaching (2nd Edition). San Francisco: Jossey-Bass.
13. Dawson, K., Pringle, R. & Adams, T. L. (2003). Providing links between technology integration, methods courses, and school-based field experiences, Journal of Computing in Teacher Education, 20(1), pp. 41-47.
14. Donnelly, R. & Fitzmaurice, M. (2011). Towards productive reflective practice in microteaching. Innovations in Education and Training International, 48(3), pp. 335-346.
15. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N.J.: Lawrence Erlbaum.
16. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford, UK: Oxford University Press.
17. Erginel, S. Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education. (Doktora Tezi). Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
18. Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study. Unpublished doctoral dissertation, Middle East Technical University, Ankara, Turkey.
19. Fernández, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26, pp. 351-362.
20. Fernandez, M. L. & Robinson, M. (2007). Prospective teachers’ perspectives on microteaching lesson study. Education, 127(2), pp. 203-215.
21. Frager, M. A. (1985). Video technology and teacher training: A research perspective. Educational Technology, 25(7), pp. 20-22.
22. Freese, A. R. (1999). The role of reflection on preservice teachers’ development in the context of a professional development school. Teaching and Teacher Education, 15(8), pp. 895-909.
23. Greg, C. L. & Cheng-Chih, W. (2006). Enhancing the teaching experience of pre-service teachers through the use of videos in web-based computer-mediated communication (CMC). Innovations in Education and Teaching International, 43(4), pp. 369-380.
24. Han, Z. (2004). Fossilization in adult second language acquisition. Clevedon, UK: Multilingual Matters.
25. Higgins, A. & Nicholl, H. (2003). The experiences of lecturers and students in the use of microteaching as a teaching strategy. Nurse Education in Practice, 3, pp. 220-227.
26. I'anson , J., Rodrigues, S. & Wilson, G. (2003). Mirrors, reflections and refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), pp. 189-199.
27. Ismail, S. A. A. (2011). Student teachers’ microteaching experiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2(5), pp. 1043-1051.
28. Kaplan, A. (1998). The conduct of inquiry: Methodology for behavioral science. London: Transaction Publishers.
29. Kerschbaum, S. L. (2007). Practicable theory: Introducing college students to argument, genre, and research. [Review of the book: Multiple Genres Multiple Voices: Teaching Argument in Composition and Literature, by C.L. Johnson & J.A. Moneysmith]. Linguistics and Education, 18, pp. 82-84.
30. Kilic, A. (2010). Learner-centered micro teaching in teacher education. International Journal of Instruction, 3(1), pp. 77-100.
31. Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), pp. 483-486.
32. Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), pp. 27-48.
33. Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.
34. Liakopoulou, M. (2012). The role of field experience in the preparation of reflective teachers. Australian Journal of Teacher Education, 37(6), pp. 41-54.
35. Linman, J. S. (1980). Media and Methods. New Jersey, NJ: CTU Press.
36. Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), pp. 33-43.
37. McDonough, J. & Shaw, C. (2003). Materials and methods in ELT (2nd ed.). Blackwell Publishing.
38. Mergler, A. G. & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre-service teachers, Teaching Education, 21(2), pp. 199-210.
39. O’Connor, E. A. (2011). The effect on learning, communication, and assessment when student-created youtubes of microteaching were used in an online teacher-education course. Educational Technology Systems, 39(2), pp. 135-154.
40. Ogeyik, M. C. (2009). Attitudes of the student teachers in English language teaching programs towards microteaching technique. English Language Teaching, 2(3), pp. 205-212.
41. Orland-Barak, L., & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23(6), pp. 957-969.
42. Xxxxx, X. (2017). Xxxx. (Doktora Tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
43. Peker, M. (2009). The use of expanded microteaching for reducing preservice teachers’ teaching anxiety about mathematics. Scientific Research and Essay, 4(9), pp. 872-880.
44. Richards, J. C. (1987). The dilemma of teacher education in TESOL. TESOL Quarterly, 21(2), pp. 209-226.
45. Rodgers, C. (2002). Defining reflection: another look at John Dewey and reflective thinking. Teachers College Record, 104(4), pp. 842-866.
46. Saban, A. & Çoklar A. N. (2013). Pre-service teachers’ opinions about the micro-teaching method in teaching practise classes. TOJET: The Turkish Online Journal of Educational Technology, 12(2), pp. 234-240.
47. Santagata, R., Zannoni, C. & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience. J Math Teacher Educ, 10, pp. 123-140.
48. Sarıçoban, A. (2016). Foreign language teaching practicum beliefs of student teachers. Journal of Language and Linguistic Studies, 12(1), pp. 166-176.
49. Savas, P. (2012). Micro-teaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia - Social and Behavioral Sciences, 55, pp. 730-738.
50. Schleppegrell, M. J. (2007). E-literacy for the language arts teacher. [Review of the book: E-literature for children: enhancing digital literacy learning, by L. Unsworth]. Linguistics and Education, 18, pp. 93-95.
51. Schmidt, R. (2001). Attention. In Robinson, P. (Ed.), Cognition and second language instruction (pp. 3–32). New York: Cambridge University Press.
52. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
53. Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education program in Turkey. Journal of Education for Teaching, 32(4), pp. 369-378.
54. Sherin, M. G. (2004). New perspectives on the role of video in teacher education. Advances in Research on Teaching, 10, pp. 1-27.
55. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40, pp. 2-9.
56. Struyk, L. R. & McCoy, L. H. (1993). Pre-service teachers’ use of videotape for self-evaluation. The Clearing House, 67(1), pp. 31-34.
57. Subramaniam, K. (2006). Creating a microteaching evaluation form: The needed evaluation criteria. Education, 126(4), pp. 666-667.
58. Şahin, G. G. & Övez, F. T. D. (2012). An investigation of prospective teachers’ reflective thinking tendency. Procedia - Social and Behavioral Sciences, 55, pp. 568-574.
59. Şen, A. İ. (2009). A study on the effectiveness of peer microteaching in a teacher education program. Education and Science. 34(151), pp. 165-174.
60. Tarakcıoğlu, A. Ö. (2012). Yabancı dil öğretiminde material geliştirme, material uyarlama ve material kullanımının önemi. In Sarıçoban, A. & Tavil, Z. M. (Eds.). Yabancı dil öğretiminde öğretim teknolojileri ve material tasarımı, (pp. 1-18). Ankara: Anı Yayıncılık.
61. Thomas, J. D. Jr. (2013) Microteaching revisited: Using technology to enhance the professional development of pre-service teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), pp. 150-154.
62. Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72 (1), pp. 67-88.
63. Wilkinson, G. A. (1996). Enhancing microteaching through additional feedback from preservice administrators. Teaching & Teacher Education, 12(2), pp. 211-221.
64. Wright, T. (2010). Second language teacher education: review of recent research on practice. Lang. Teach., 43(3), pp. 259-296.
65. Yamagata-Lynch, L. C. (2005). [Review of the essay What Should Teachers Know About Technology? Perspectives and Practices, by Zhao, Yong]. Teaching and Teacher Education, 21, pp. 579-584.
66. Yost, D. S., Sentner, S. M. & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), pp. 39-49.
67. Young, D. B. (1968). The effectiveness of self instruction in teacher education using modelling and video-tape feedback. Research paper presented at the annual meeting of the American Educational Research Association, February 7 - 10, 1968, Chicago, Illinois.