As self-reflection is crucial for improving the professional identity of pre-service teachers, it is
paramount to discover ways that may assist them to reflect more effectively. This study
investigates how self-reflection may be enhanced by the use of video recording as
compared to that which is facilitated only by students' memories. Employing a descriptive
qualitative analysis method, the research uses reflection journals and interviews from pre-
service English teachers of two available microteaching classes of an English language …