VIDEOCASES IN TEACHER EDUCATION: TOWARDS DEEPER REFLECTION ON TEACHER PRACTICES USING ICT

This paper deals with using videocases in in-service English language teacher education. Videotaped micro-teaching performances of four student groups were made available online and evaluated by peer groups. This process of evaluation, grounded in social constructivist theories and requiring students to reflect on the underlying phenomena and principles of foreign language teaching, was conducted online, using an asynchronous discussion forum. This paper presents a review of relevant literature and an analysis of the depth of student reflection in the light of the quality of their argumentation. The research methods included a quantitative analysis of students' argumentation and a qualitative content analysis of student answers in a questionnaire survey considering the students' perspectives. It is concluded that the forum facilitated the process of reflection and further steps and modifications are outlined in order to make the analysis more reflective and effective.