Exploring the Affective and Cognitive Dimensions in Pre-Service English Teachers' Video-Based Dialogic Reflections

Abstract

Reflective practice plays an important role in teacher education. Recently, studies on the role of dialogic reflection and video-viewing in self-awareness have drawn attention to its use in pre-service English teacher education. Previous reflective practice studies have mainly addressed teachers' individual, written, and recollection-based reflections. This study aims to examine the impact of video-based dialogic reflection in developing pre-service English teachers' self-awareness along with their emotional engagements in their reflective practice experiences. The research is a qualitative case study. The findings revealed that video-based dialogic reflection sessions raised pre-service English teachers’ self-awareness of their teaching practices and their emotions influenced their engagements in these sessions. These findings support the idea that video-based dialogic reflection should be integrated into teacher education by considering cognitive and affective dimensions. Accordingly, certain suggestions were made for future research.