Abstract

The central focus of this study is to explore the impact of video-based reflection on Korean EFL pre-service teachers’ online class practices and their personal growth. This study employed a data-driven qualitative method, involving survey questionnaires, in-depth interview, journal writing based on video reflection, classroom video from 11 pre-service teachers. The main findings in this study indicated that video-based reflection helped preservice teachers in three main ways: (i) to heighten awareness of student responses which enabled teachers to tailor their teaching strategies to better address individual learning needs and interest; (ii) to promote the overall quality of teacher-student interactions in the virtual learning environment; (iii) to rediscover their professional identity as a teacher and increase their confidence in online English teaching. Some important implications from the study include incorporating video-based reflection into teacher education programs to help pre-service teachers develop critical reflection skills and enhance instructional strategies in online teaching environments.

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