Rewinding to reflect: Unpacking L2 pre-service teachers’ growth through video-stimulated recall

Abstract

Reflection is a cornerstone of teacher development, shaping instructional effectiveness and professional growth. In language teacher education, structured reflection is particularly vital, as it helps pre-service teachers refine their teaching strategies and bridge the gap between theory and practice. Among various reflective methods, video-stimulated recall (VSR) has emerged as a powerful tool for fostering deeper reflection by allowing teachers to critically analyse their instructional decisions through recorded lessons. This study examines the impact of VSR on the reflective practices of pre-service teachers of English as a Foreign Language, focusing on their levels of reflectivity, differences between verbal and written reflections and their perceptions of VSR as a reflective tool. Participants recorded their micro-teaching sessions and engaged in semi-structured interviews conducted in three stages: before watching, during viewing and after watching. Findings reveal that pre-service teachers primarily engaged in lower-order reflection, with descriptive reflection dominating both verbal and written reflections. Although written reflections summarised classroom events, VSR facilitated deeper engagement with teaching practices, prompting teachers to recognise instructional patterns and refine pedagogical choices. All participants viewed VSR positively, emphasising its role in enhancing self-awareness and professional development. These findings underscore the potential of VSR as a structured approach to fostering reflective practice in teacher education.

Implications for practice or policy:

• Teacher education programmes could integrate VSR into practicum courses to help pre-service teachers move beyond descriptive reflection.
• Reflective training activities may include structured prompts to support deeper engagement with instructional decisions.
• Practicum supervisors could use VSR to guide discussions on teaching patterns, feedback moves and classroom interaction.
• Written reflection tasks may be enhanced with video-supported analysis to improve self-awareness and pedagogical refinement.