Video-Based Collaborative Microteaching for Faculty PD: Design Features, Reflective Impact, and Pedagogical Implications

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: Div J, Section 4 Poster Session 2

Abstract

This study examines a video-based collaborative microteaching model implemented in a South Korean university’s Professional Teaching Program (PTP). Framed within the ADDIE model, the research explores its design, implementation, and impact on faculty professional development (PD). Findings indicate that video observation, structured self-reflection, and peer feedback promote reflective competence, supporting both retrospective and real-time pedagogical thinking. Faculty reported increased awareness of teaching practices and actionable instructional improvements. The study emphasizes the value of psychological safety and interdisciplinary collaboration in fostering meaningful reflection. It concludes that microteaching, when embedded in a sustained PD process, can serve as a powerful tool to cultivate reflective educators and enhance instructional quality in higher education.

Authors

• Gyeong Mi Heo, Korea University

• Boyoung Kim, Korea Univeristy