Facilitating Preservice Teachers’ Reflections through Interactive Videos: Guided Viewing of Expert Videos

This study seeks to explore affordances of guided vs. unguided viewing of the videos of expert teachers in an interactive video platform on reflection process of pre-service EFL teachers. Twelve pre-service EFL teachers, who watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded questions embedded in the videos and post-treatment questionnaire. The results indicated facilitative effects of viewing videos of experts on preservice teachers’ reflections. Guided videos in particular yield more and deeper levels of reflection, and were perceived more positively by the participants