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

Preservice teacher education increasingly integrates microteaching with video recording to create mixed-reality learning opportunities that foster reflective practice, reduce anxiety, and build self-efficacy. By reviewing self-recorded microteaching videos, preservice teachers (PTs) can observe their practice without immediate external evaluation, identify strengths and weaknesses, and bridge the gap to real classroom application. This study focuses on improving PTs’ competencies aligned with the Saudi National Professional Teaching Standards (SNPTS) across three domains: lesson preparation/planning/implementation; interactive and supportive learning environments; and evaluation practices. The study implements personalized learning (PL) principles to allow PTs to select goals based on their needs and interests and explores the central research question: How do PTs experience self-recorded videos (SRVs) of their microteaching to observe and analyze their competencies via self-reflection (SR) and video-learning community (VLC) strategies in light of the SNPTS?

Theoretical framework: The study integrates microteaching theory with personalized learning principles to support knowledge and skills that transfer to future teaching. Personalized learning emphasizes learner agency, goal setting, and alignment to interests (Bruner’s constructivism; Vygotsky’s social interaction and ZPD), enabling PTs to direct development within the SNPTS framework. Observing and analyzing recorded teaching enhances knowledge transfer and mastery of competencies. Microteaching: Originating in the 1960s, microteaching provides scaled and focused practice of specific teaching behaviors through cycles of planning, teaching, feedback, and reteaching. Video recording enables self- and peer-observation, deepening analytical reflection compared to memory-based reflection and improving instructional behaviors. Professional teaching standards (SNPTS): The 2017 SNPTS require mastery across: (1) preparation, planning, and implementation; (2) interactive and supportive learning environments; and (3) evaluation practices. Programs in Saudi Arabia align teacher preparation and practicum experiences to these standards. Analysis and observation of recorded videos: Video-based observation enables teachers to identify performance gaps, examine practice with evidence, and develop professional vision. Two strategies are emphasized: self-reflection (SR), where teachers plan, record ~5–30 minute segments, and analyze their own practice; and video-learning community (VLC), where peers comment and provide recommendations on targeted segments. Self-reflection (SR): Teachers decide focus and recording times, then analyze patterns, behaviors, and areas for improvement; repeated recordings support tracking growth. Video-learning community (VLC): Small groups (6–8) share targeted segments, provide feedback, and collectively monitor improvement toward agreed goals. Personalized learning environment: PL personalizes goals, interests, choices, learner control/independence, and assessment. PTs determine competencies for development, then use SR or VLC to analyze videos to address identified gaps.

Design: Qualitative study using semi-structured interviews and thematic analysis to examine PTs’ experiences with SR and VLC when using self-recorded microteaching videos to develop SNPTS-aligned competencies. Context and procedures: Conducted in eight schools in Riyadh, Saudi Arabia, within a university teacher preparation program requiring a semester-long microteaching practicum. PTs used the Edthena platform to record (5–10 minute segments) and upload classroom videos. They chose SR or VLC strategies per video. Videos were strictly for self-observation/peer feedback, not coach assessment; PTs followed school photography policies requiring principal approval and parent consent for classroom recording. Personalized learning implementation: PTs independently identified competencies needing development based on their needs/interests rather than coach direction. They analyzed videos, documented reflections, and planned subsequent recordings. VLC groups (by teaching major) engaged in synchronous and asynchronous discussions to provide peer feedback. Participants: Eight PTs (majors: ESL, Computer Science Education, Art Education), average age 23.8; most with moderate ICT skills, two advanced. Most recorded two videos. Seven had positive perceptions of SRVs; one negative. Data collection: Face-to-face interviews (30–50 minutes), audio-recorded and transcribed; protocol aligned to three SNPTS standards; conducted during 2019–2020 academic year; IRB approval obtained. Data analysis: Thematic analysis following Saldaña’s three coding cycles. Deductive coding aligned to research questions and SNPTS, followed by inductive coding for emergent themes, then a third cycle for verification. Two researchers coded independently and reached consensus. Member checking performed; peer debriefing conducted; triangulation with participants’ platform videos; thick description provided to support transferability. Platform: Edthena supported video upload, coding, commenting, reflection, and sharing; training provided based on the Evidence of Practice playbook; ongoing technical/pedagogical support offered.

Overall perceptions: 7/8 participants expressed positive perceptions of SRVs and their utility for improving SNPTS competencies within a personalized learning environment; 1/8 reported negative perceptions. SNPTS Standard 1 – Teaching preparation, planning, and implementation:

• Lesson preparation: SR contributed positively for 4/8 participants.
• Use of varied methods/strategies: SR contributed positively for 4/8; participants reported reconsidering strategies (e.g., adding group activities, flipped classroom).
• Use of learning resources/instructional technologies: SR contributed for 1/8; limited improvement attributed to moderate ICT proficiency.
• Development of curriculum priorities, values, and skills: SR contributed for 4/8; VLC for 1/8 (peer sharing of ideas for embedding values, e.g., greetings via Scratch).
• Development of students’ critical thinking and innovation skills: Some improvement noted; 3/8 indicated SRVs supported evaluation and monitoring of activities to enhance these skills. SNPTS Standard 2 – Interactive and supportive learning environments:
• Setting high performance expectations: No contribution from SR or VLC, partly due to policy limiting whole-class recording and existing high student motivation in some subjects.
• Student behavior management: No contribution from SR; not perceived adequate for developing this competency.
• Attractive learning environment: SR not supportive; VLC contributed positively for 1/8 (observing peers’ engagement strategies).
• Effective management of teaching time: SR contributed for 3/8 (adjusting pacing and instructional time).
• Verbal and nonverbal communication skills: SR contributed for 7/8; VLC for 2/8 (improved voice modulation, turn-taking, body orientation, movement). SNPTS Standard 3 – Evaluation practices:
• Development/implementation of evaluation and assessment tools: SR contributed for 6/8; examples included role-play, peer evaluation, and tech tools (e.g., Roulette Game for random questioning).
• Utilization of evaluation/assessment results: VLC contributed for 1/8; overall limited evidence of improvement via SRVs for most participants.
• Students’ engagement in evaluation processes: SR contributed for 1/8; limited evidence overall. Synthesis: SR and VLC together were perceived to improve 11 of 14 targeted competencies. Competencies with limited change typically required whole-class observation or coach involvement (e.g., behavior management, setting high expectations). Participants valued independence and personalization; Edthena facilitated reflective analysis and peer feedback.

Findings address the research question by showing that SRVs, analyzed through SR and VLC within a personalized learning environment, support PTs in identifying and addressing development gaps across most SNPTS competencies. SR emerged as especially effective for self-monitoring and improving lesson planning, instructional strategies, time management, and communication skills. VLC added value for curriculum values/skills and aspects of engagement and communication through exposure to diverse peer practices and feedback. Competencies such as setting high performance expectations and behavior management were less responsive to video-only, personalized approaches due to policy constraints on recording and the need for direct coach observation and guidance. The study underscores the significance of PL in fostering autonomy, motivation, and targeted growth, and highlights the Edthena platform’s role in enabling structured reflection and collaborative learning. Overall, integrating SRVs with SR and VLC can enhance PTs’ professional vision and readiness aligned to national standards, while program designs should address contextual constraints and incorporate coach support for harder-to-develop competencies.

Self-recorded microteaching videos, analyzed through self-reflection and video-learning communities within a personalized learning framework, effectively supported preservice teachers in improving SNPTS-aligned competencies. SR was particularly powerful for changing teaching behaviors by revealing gaps in planning, instructional strategies, time management, and communication; VLC provided complementary benefits through peer ideas and feedback. The study contributes evidence that PL-oriented microteaching can promote independent, standards-aligned professional growth without constant coach intervention. Future directions include designing microteaching environments that systematically implement PL principles, improving recording policies and infrastructure to capture whole-class dynamics, and integrating coach guidance where needed (e.g., behavior management, setting expectations). Experimental and mixed-methods research and content analysis of videos are recommended to more rigorously evaluate effectiveness and trace competency development.

• Data source was limited to interviews, relying on PTs’ self-reported perceptions; future studies should use mixed methods, including content analysis of videos and experimental designs.
• School district policies restricted whole-class recording, limiting observation of student performance and management.
• Inadequate school infrastructure (internet, educational technology) constrained innovative practices and recording quality.
• Difficulties using the Edthena platform for some PTs may have influenced engagement and outcomes.
• Small sample (n=8) in a single context limits generalizability.