A study was carried out to evaluate the effectiveness of using video-recordings to improve teacher trainee microteaching and self-reflection in the course of teaching language components and skills. To fulfill this aim, a basic theoretical background of microteaching, self-reflection and video recording is studied to provide a foundation for the procedure utilized in the research and the input for survey design. | JOURNAL OF SCIENCE OF HNUE Interdisciplinary Science 2013 Vol. 58 No. 5 pp. 136-142 This paper is available online at http USING VIDEO-RECORDINGS TO IMPROVE MICROTEACHING AND SELF-REFLECTION SKILLS FOR TEACHER TRAINEES OF THE FACULTY OF ENGLISH HANOI NATIONAL UNIVERSITY OF EDUCATION Thai Thi Cam Trang Faculty of English Hanoi National University of Education Abstract. To achieve the objectives of their training courses it is important for teacher trainees to undertake self-reflection regarding their teaching performance. One valuable tools that can help this is video recording their micro-teaching. A study was carried out to evaluate the effectiveness of using video-recordings to improve teacher trainee microteaching and self-reflection in the course of teaching language components and skills. To fulfill this aim a basic theoretical background of microteaching self-reflection and video recording is studied to provide a foundation for the procedure utilized in the research and the input for survey design. To collect data video clips of micro-teachings reflection forms and a questionnaire filled by the pre-service students were used. The findings show that all of the subjects had positive attitude regarding the use of video recordings and many teacher trainees recognized that this technique had a good impact on their teaching performance. Keywords Microteaching self-reflection video-recording. 1. Introduction Microteaching has been developed as an integral part of teacher-training courses. It is defined as a procedure through which teacher trainees practice their instructional methods with their peers so that they can build confidence gain support and get feedback from the trainer and peers on their teaching performance Nhu amp Thuy 2011 . It readily combines theory with practice. When one considers that teacher trainees in many training programs do their practice teaching under inadequate supervision with no student feedback the relative merits of
