Teacher Trainees’ Opinions Regarding Video-Recorded Microteaching Sessions
For many years, microteaching has been acknowledged as one the best training techniques in teacher education. It is a useful tool to apply theory into practice and to help teacher trainees develop their teaching skills. Yet there are some constraints observed in traditional microteaching. The two most important and common restrictions are limited opportunities of microteaching due to time constraints and lack self-reflection on microteaching performances. A mixed method research seemed to well suit to investigate this problem. The researcher conducted a video aided supplementary task, an out-of-class videorecorded microteaching session (OCVMT) for English language teacher trainees (n=55), to cope with the two common problems she faced in her microteaching sessions while teaching methodology classes. At the end of the semester, in addition to the portfolios including their self-evaluation reports and opinions of the OCVMT task, a survey was used to collect data about the teacher trainees opinions of the OCVMT sessions. The findings showed that the video-recorded microteaching sessions worked well in teacher education programs. The OCVMT sessions were found to solve the two most common problems faced in microteaching.