The Efficacy of Video-Mediated Reflective Practice on the Occupational and Pedagogical Readiness of TVET Pre-Service Teachers

Abstract

This study investigates how well video-mediated reflective practice helps Technical and Vocational Education and Training (TVET) pre-service teachers get ready for work and teaching. As technology becomes more common in teacher education programs, it is important to understand how digital tools affect professional development. A quasi-experimental pretest-posttest design was used with two groups of pre-service teachers: one group did video-mediated reflection, and the other group did traditional journaling. Standardized tests that focused on pedagogical content knowledge and occupational competence were used to measure how ready the respondents were. The results show that the experimental group was significantly more ready to teach than the control group, especially when it came to self-assessment and being able to adapt to their teaching style. Also, video-mediated reflection helped people think more deeply about how well they were teaching, which made them feel more confident in their jobs. The study finds that using video technology in reflective practices greatly improves the professional preparation of TVET candidates. These results suggest that schools should use video-based feedback systems to help students apply what they have learned in the classroom.