Year: 2025
Type: article
Abstract: This study explores the use of video analysis to enhance reflective thinking and Technological Pedagogical Content Knowledge (TPaCK) integration in English Language Teaching (ELT) training, particularly within the context of Uzbekistan’s teacher education reform. As 21st-century classrooms increasingly rely on digital tools, ELT educators must develop the capacity to integrate technology meaningfully into pedagogical practice. Drawing on TPaCK (Mishra & Koehler, 2006) and reflective frameworks (Schön, 1983; Gibbs, 1988), the study proposes a structured model involving microteaching, video recording, and guided reflection using a TPaCK-based rubric. Qualitative data from reflective journals and interviews show that video analysis fosters deeper pedagogical awareness, self-evaluation, and professional growth. The approach is both cost-effective and scalable, supporting Uzbekistan’s educational goals for digital competence and sustainable teacher development. Findings suggest that video-based reflection enhances teachers’ ability to design contextually appropriate, tech-integrated instruction, offering practical insights for broader implementation in ELT training worldwide.
Author: Tadjibaeva, Albina
Institution: Namangan State Institute of Foreign Languages
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220174785