1. Institute of Language Teaching. boseenvy@rediffmail.com

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. 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. • 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.  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.  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.  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. 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.  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.  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.  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. 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. 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. 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. 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.  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.  Acknowledgement
 Thanks to RELO who sponsored my
participation in the conference.
 Thanks to my trainees…