Teacher educators and researchers agree that while video has long been used in teacher education, with the recent developments in web-based technologies, it has more to offer for extending learning to teach. This qualitative study explores the affordances and constraints of using a web-based video annotation tool to analyse micro-teaching practices from the perspective of pre-service teachers studying at the English Language Teaching Education Program of a university in Istanbul, Turkey. For the purposes of the study, a cohort of 32 pre-service English language teachers (F: 27, M: 5) carried out 25-minute micro-teaching practices which were video-recorded. Each pre-service teacher annotated micro-teaching video of his own and his peer using VideoANT which is a tool for creating text-based annotations integrated within the timeline of a video hosted online. The pre-service teachers’ views and experiences were elicited through reflective writing. Thematic analysis (Braun & Clarke, 2006) was used to analyse the obtained data. The findings showed that although pre-service teachers reported several pedagogical affordances such as providing opportunities to recognize strengths and weaknesses, encouraging motivation and facilitating self-assessment, they reported a few constraints on the usability of the video annotation tool. These findings have practical implications for teacher education programs as the use of a web-based video annotation tool proved itself worthy of attention as a way of promoting pre-service teacher development.
Hande Serdar Tülüce, Istanbul Bilgi University, Turkey
Stream: Pre-service teacher training
This paper is part of the ECLL2018 Conference Proceedings (View)
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