Preservice teachers' experiences of observing their teaching competencies via self-recorded videos in a personalized learning environment

This study investigated how preservice teachers (PTs) observe and analyze their competencies through self-reflection and video-learning community strategies and how self-recorded videos influence their microteaching experience. Semi-structured interviews were conducted, and a thematic analysis revealed that self-recorded videos helped identify development gaps, analyze weaknesses and strengths, and facilitate reflection. PTs held positive perceptions of using self-recorded videos to improve their competencies based on the Saudi National Professional Teaching Standards (SNPTS). Personalized learning principles, implemented without coach intervention, benefited PTs' training through self-reflection and self-analysis. The study offers implications and recommendations for researchers and practitioners.

Hamdan A. Alamri, Abdulaziz A. Alfayez