The use of video in microteaching: affordances and constraints
Küçük Resim Yok
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Oxford Univ Press
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
ELT professionals are in a position to investigate methods and techniques that might be incorporated into language teacher education programmes to train teachers more effectively. Video is among the more popular techniques and forms a central component in ELT teacher education. However, there is little empirical evidence on why video is popular in the process of learning teaching. This qualitative study investigates the affordances and constraints of video-mediated microteaching from the perspective of ELT student teachers. The findings suggest that the affordances of incorporating video into microteaching outweigh its constraints. Student teachers acknowledged video as a resource that helped them recall their micro lessons, notice their actions, engage in critical reflection, and map their progression. The only constraint reported was feeling anxious at being recorded. These findings have implications for ELT teacher education programmes in other contexts.
Açıklama
Anahtar Kelimeler
Reflective Practice, Teachers
Kaynak
Elt Journal
WoS Q Değeri
Q2
Scopus Q Değeri
Cilt
72
Sayı
1
