Teaching videos in initial teacher education: a qualitative study of pre-service teachers’ reflections

A qualitative study explored pre-service English as a Foreign Language (EFL) teachers' reflections on using teaching videos, defined as recordings of authentic classroom practice, within a university seminar. The research involved 28 participants who viewed excerpts from a public video demonstrating an upper-secondary lesson on disinformation and subsequently engaged in guided discussions. The analysis of their written reflections revealed four key themes, indicating that participants valued teaching videos for providing practical insights.

Why it matters

This research highlights the utility of authentic classroom video content as a pedagogical tool in professional training programs. Understanding how trainees derive value from such resources can inform the design of more effective curricula and development programs across various sectors, enhancing practical skill acquisition and critical reflection.

Key insights

• Teaching videos, particularly recordings of authentic classroom practice, are a significant resource in initial teacher education.
• The study focused on pre-service EFL teachers' reflections on these videos.
• Participants viewed excerpts from a public video demonstrating a lesson on countering disinformation in critical media education.
• A guided discussion followed the video viewing.
• Written reflections from 28 participants were analyzed using reflexive thematic analysis.
• Four themes emerged from the analysis, with participants valuing the videos for offering insights into classroom practice.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1894718