Reflective feedback sessions using video recordings
By Betil Eröz-Tuga. 2013
104 citations recorded by the source corpus.
The practicum is one of the most important aspects of pre-service language teacher training. It introduces prospective ELT professionals to the real world of teaching where they have a chance to observe experienced teachers and put their theoretical knowledge into practice. This critical portion of pre-service training requires careful planning and consideration as to how this experience may be used to assist trainees in the most effective and efficient way. The aim is to help trainees become insightful and realistic about their own teaching practices by helping them to discover their own strengths and weaknesses in teaching and guiding them in finding ways to improve their classroom performance. This article presents the results of a qualitative case study investigating the contribution of reflective feedback, by means of video-recorded lessons, to the professional preparation of trainees.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/2f5175818d89688776a3ca296fadd62fcf1d5aff
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In Education
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Citations in the corpus
- Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (2016, unknown): “Using video-recorded lessons in post-observation sessions, Eröz-Tuğa’s (2013) noted that, although participants became more aware of classroom teaching, they were reluctant to reflect critically on their own teaching and that of their peers.”
- Professional development through reflective practice for English-medium instruction (EMI) teachers (2020, background): “Eröz-Tuğa (2012) reported that as a result of examining the video recordings, the ESL teachers became more aware of their own strengths and weaknesses of their practice as well as improved ability to provide insightful and constructive comments.”