تصورات الطالبات حول استخدام الفيديو أداة لإكتساب ممارسات التدريس في برامج إعداد معلمات مرحلة الطفولة المبكرة
This qualitative study sought to ascertain early childhood student teachers' perspectives regarding the utilization of teaching videos, together with their associated advantages and disadvantages. Rich data was collected through reflective papers from 56 students and three focus groups (20 students). The participants were female student teachers enrolled in the Department of Early Childhood at King Saud University during the 2023–2024 academic year. The study concluded that the purpose of using teaching videos was limited to clarification and representations of practice. The findings also showed that the students’ role during video presentation revolved around watching, generating ideas and activities, and focusing on the video content. Furthermore, the data indicated that the lecturer's responsibilities included facilitating discussions, posing questions post-viewing, translating content, and correlating videos with the course material. Several benefits of the instructional videos surfaced, such as enhancing self-confidence, clarifying courses’ theoretical content, improving practices related to interacting with and managing children's behavior. The findings also revealed some disadvantages of teaching videos, such as poor image, sound, and content quality; a lack of correlation between the videos and course material; and cultural and social context discrepancies. (Published abstract)