Using video-stimulated scaffolding to foster reflection in pre-service teachers

This study examines the impact of repeated video-based self-reflection scaffolded by teacher mediation on the development of reflective practice among Postgraduate Diploma in Teaching (PGDT) pre-service English language teachers. A qualitative multiple case study design was employed, with data collected from participants’ written reflections generated through repeated video-based reflection cycles. Within-case and cross-case analyses were conducted to examine changes in participants’ levels of reflection. The findings revealed that pre-service teachers progressed from focusing primarily on procedural aspects of teaching toward deeper analytical and critical engagement with their practices, moving from descriptive and dialogic reflection to critical reflection. The study also showed a gradual transition from externally provided scaffolding through teacher-guided reflection to internally regulated reflective practices. Based on these findings, the study concludes that structured video-based stimulated reflection, supported by teacher scaffolding, enables pre-service teachers to critically examine their instructional decisions, identify underlying assumptions, and improve their teaching practices through evidence-based reflection.