DEVELOPING FUTURE ENGLISH TEACHERS’ REFLECTIVE AND ANALYTICAL SKILLS THROUGH TRIADIC VIDEO-REFLECTION IN TEFL METHODOLOGY CLASSES
DOI:
https://doi.org/10.5281/Keywords:
Triadic reflection, video-mediated analysis, TEFL methodology, professional competence, peer feedback, self-assessment.Abstract
This article explores the innovative methodology of integrating Triadic Video-Reflection (Self, Peer, and Expert feedback) supported by video mediation in the professional training of pre-service English language teachers. It analyzes how structured, multi-angled video analysis enhances the reflective competence of English philology students and shifts their pedagogical perception from subjective evaluation to objective, data-driven self-awareness.
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