A Research On The Reflective Ability Of Pre-service English Teachers From The Perspective Of Micro-video Teaching Feed-back

Micro-video teaching is an important method for Normal Universities to nurture pre-service teachers’ teaching skills.In such teaching skills,scholars in educational circles think that pre-service teachers’ teaching reflective ability is very important.However,how to cultivate pre-service teachers’ ability of teaching reflection? Up to now,there isn’t any unified and concrete proposal in the educational circles.Therefore,this study which is based on Micro-video feedback attempts to explore the changes of pre-service teachers’ reflective ability in the context of teachers’ and peers’ feedback and aims to provide a new perspective for cultivating pre-service teachers’ reflective ability.This research is divided into three stages,preliminary stage,adjustment stage,inspection stage.The whole process of Micro-video teaching is recorded by video,recording,reflection diary,etc.First,this research mainly focuses on the analysis of tutors’ and peers’ feedback on pre-service English teachers’ Micro-video teaching,contrasting tutors’ and peers’ feedback.Then,pre-service English teachers’ teaching dairy are analyzed from the content,level and process of reflection to explore the specific changes of pre-service English teachers’ reflective ability under the background of tutors’ and peers’ feedback.The results show that tutors’ feedback mainly includes teachers and courses,teachers and students,students and courses,students and students,teachers and class culture.Peers’ feedback contains teachers and courses,teachers and students.Both tutors’ and peers’ feedback can promote pre-service English teachers’ reflective ability.Among them,S,a pre-service English teacher under the tutors’ feedback,whose reflection content mainly includes classroom teaching,student development and teacher development.K,a pre-service English teacher under peers’ feedback,whose reflection content has two aspects,classroom teaching and teacher development.What’s more,their reflection levels gradually change from technical reflection to understanding reflection;reflection processes mainly focus on describing problems supplemented by discoveringproblems.And there is a slow increase in the number of analyzing problems.This research hopes that Normal Universities can focus more on the feedback in the process of pre-service teachers’ Micro-teaching,and promote them to combine tutors’ and peers’ feedback,then reflect their teaching more frequently.