One of the challenges facing instructors in the Gulf Cooperation Council (GCC) countries with regard to the training of female student teachers in pre-service teacher education programs using video recording in micro-teaching activities is the cultural attitude. Female students find it difficult to be video recorded for teaching purpose because of their religious beliefs and other restrictions like cultural restriction and tradition. This study aims to investigate the effect of video recording in preparing female student teachers in the practical teaching course at the Gulf Cooperation Council (GCC) countries in pre-service teacher education programs particularly in Ajman University, UAE using a quasi-experimental approach. The sample was 41 female students, who were randomly assigned to two groups, one of which used the video recording tool in their micro-teaching practical course (experimental group A, n= 21) and the other with non-video recording tool (control group B, n= 20). The list of observations and the questionnaire were used as study tools. Data analyses showed that the experimental group using the video recording tool was more effective in mastering the specified teaching skills and more motivational than trainee students in the control group which not used-video recording activities. The results suggest that within practical courses, video recording tool can be used as an effective and stimulating learning tool regardless of the conservative attitude of female students towards its use.
One of the challenges facing instructors in the Gulf Cooperation Council (GCC) countries with regard to the training of female student teachers in pre-service teacher education programs using video recording in micro-teaching activities is the cultural attitude. Female students find it difficult to be video recorded for teaching purpose because of their religious beliefs and other restrictions like cultural restriction and tradition. This study aims to investigate the effect of video recording in preparing female student teachers in the practical teaching course at the Gulf Cooperation Council (GCC) countries in pre-service teacher education programs particularly in Ajman University, UAE using a quasi-experimental approach. The sample was 41 female students, who were randomly assigned to two groups, one of which used the video recording tool in their micro-teaching practical course (experimental group A, n= 21) and the other with non-video recording tool (control group B, n= 20). The list of observations and the questionnaire were used as study tools. Data analyses showed that the experimental group using the video recording tool was more effective in mastering the specified teaching skills and more motivational than trainee students in the control group which not used-video recording activities. The results suggest that within practical courses, video recording tool can be used as an effective and stimulating learning tool regardless of the conservative attitude of female students towards its use.