원문정보
초록
영어
This study examines the effects of scaffolded video analysis on classroom interaction and professional development among pre-service EFL teachers. Twenty participants recorded their teaching practices for 25 minutes on two separate occasions. Following the first teaching practice, participants reflected on their respective videos during individual meetings with their professor; later, they prepared and completed a second teaching practice. The participants’ first and second practices were subsequently compared to determine how the video analyses affected teachers’ adoption of classroom interaction techniques. The results revealed significant increases in interaction, particularly with respect to teacher talk, questions asked, feedback, and responses.
목차
1. Introduction
2. Literature Review
2.1. Video Self-Analysis and its Effect on Pre-service Teachers’ Teaching Practices
2.2. Classroom Interaction and Second Language Acquisition
3. Research Questions
4. Methodology
4.1. Participants
4.2. Procedure
4.3. Data Analysis
5. Results and Discussion
5.1. The Effects of Video Analysis on Classroom Interaction
5.2. Participants’ Perceptions Following the Student-teacher Conferences and Scaffolded Video Analyses
6. Conclusion
References