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

Microteaching, using video recording, is increasingly adopted in preservice teacher (PT) training programs globally. This innovative approach offers a simulated environment for practice and skill development, minimizing anxiety associated with peer observation. Repeated viewing of self-recorded videos allows for uninterrupted self-assessment, identifying areas for improvement without immediate external feedback. This study focuses on how PTs use self-recorded videos (SRVs) to analyze their competencies, employing self-reflection (SR) and video-learning community (VLC) strategies within a personalized learning environment (PLE). The study aims to improve PTs' competencies aligned with the Saudi National Professional Teaching Standards (SNPTS), specifically focusing on teaching preparation, planning, and implementation; development of interactive and supportive learning environments; and evaluation and assessment practices. The central research question is: How do PTs experience SRVs of their microteaching to observe and analyze their competencies via SR and VLC strategies in light of the SNPTS?

The literature review examines the extensive use of microteaching in PT training, tracing its origins and highlighting its dual purpose: self-observation and peer learning. Different definitions of microteaching are presented, emphasizing its role in practicing and refining teaching behaviors. Studies comparing video-based reflection with memory-based reflection showed that video observation is more analytical and detailed. The SNPTS, launched in 2017, outlines standards for PTs' professional practices, emphasizing teaching preparation, interactive learning environments, and evaluation practices. The role of video observation and analysis in PT programs is explored, highlighting its effectiveness in identifying errors and areas needing improvement. The literature supports the use of self-reflection (SR) and video-learning community (VLC) strategies for video observation. SR allows for individual self-assessment, while VLC enables peer feedback and collaborative learning. The theoretical framework integrates microteaching theory, personalized learning principles (emphasizing learner autonomy and goal setting), and the three SNPTS domains. The integration of these principles aims to maximize learning outcomes for PTs.

This qualitative study used a thematic analysis of semi-structured interviews with eight PTs from various majors. The interview protocol was based on the SNPTS competencies, including teaching preparation, interactive learning environments, and evaluation practices. Participants were preservice teachers in a four-year Bachelor of Education program at a university in Riyadh, Saudi Arabia. The study employed a personalized learning environment (PLE) where PTs used the Edthena platform to record and upload their microteaching videos. They then used either self-reflection (SR) or video-learning community (VLC) strategies to analyze their videos. SR involved independent video analysis and reflection, while VLC facilitated peer feedback and discussion within groups sharing similar majors and learning needs. Ethical considerations, including informed consent and IRB approval, were meticulously addressed. The researchers adhered to a three-cycle coding process in line with Saldaña's thematic analysis guidelines, combining deductive (aligning with interview questions) and inductive (identifying emerging themes) approaches. Data trustworthiness was ensured through peer debriefing, member checking, thick descriptions, and the use of video data to confirm interview responses. Interview questions were translated into Arabic and back-translated to ensure validity. Participants provided demographic information (age, major, ICT skills).

The analysis of the interviews revealed that most PTs (seven out of eight) had positive experiences using SRVs to improve teaching competencies aligned with the SNPTS. The findings are organized around the three SNPTS standards: **1. Teaching Preparation, Planning, and Implementation:** SR proved particularly helpful for improving lesson preparation, using diverse teaching methods, and integrating curriculum values. VLC contributed to the sharing of successful strategies among peers. However, using learning resources and instructional technologies was less impacted, potentially due to the participants' moderate ICT proficiency. **2. Development of Interactive and Supportive Learning Environments:** SR improved time management and communication skills (verbal and non-verbal). VLC proved beneficial for enhancing the creation of engaging learning environments and communication. **3. Evaluation Practices:** SR significantly improved the development and implementation of evaluation tools. VLC, although less impactful overall, did contribute to this area for some participants. Student engagement in evaluation and utilization of evaluation results were not significantly improved via SRV analysis, potentially indicating the need for additional support mechanisms. Overall, SRV and the employed strategies (SR and VLC) positively impacted 11 out of 14 targeted competencies. The three less-improved competencies (setting high expectations, behavior management, and managing teaching time) require direct observation by coaches which are less conducive to independent self-analysis within a PLE.

The study's findings demonstrate the potential of SRVs, employed via SR and VLC, in a personalized learning environment to enhance PT competencies aligned with the SNPTS. The positive experiences of most participants underscore the value of self-assessment and peer feedback. The study's use of a PLE enabled PTs to identify their specific development needs, promoting independent learning and self-directed improvement. The findings highlight the effectiveness of SR in self-monitoring teaching behaviors and identifying subtle errors that may go unnoticed in traditional microteaching settings. VLC adds a valuable dimension by fostering collaborative learning and peer support. The identification of competencies that are more effectively developed through direct coach observation points to the need for a balanced approach combining self-assessment with guided feedback from experienced educators. The study provides valuable insights for designing effective teacher training programs that leverage technology and personalized learning principles to promote independent learning and continuous professional development.

This study shows the efficacy of self-recorded videos (SRVs) with self-reflection (SR) and video-learning communities (VLC) in a personalized learning environment to improve preservice teachers' competencies based on the Saudi National Professional Teaching Standards. Most participants reported positive experiences. The study highlights the importance of a balanced approach, combining self-assessment with guided feedback from coaches, for optimal development. Future research could explore the use of SRVs within diverse contexts and pedagogical approaches.

The study's limitations include the reliance on interviews as the sole data source, the potential for bias in self-reported data, and the impact of school policies restricting classroom recordings. The moderate ICT proficiency of the participants also influenced the technology integration outcomes. Future research using mixed methods, including video content analysis and experimental designs, is recommended to further refine the findings.