摘要：The aim of this study was to examine the impact of a videotaped simulated instructional model on prospective
language teachers¡¯ co-construction of knowledge with the help of their peers and their supervisor in
microteaching sessions. Within the framework of action research, a three-phase collaborative coaching model
(TCCM) was developed to encourage trainees¡¯ reflection and instructional awareness regarding teaching and
learning processes in videotaped simulated instruction. The implementation of the strategies of qualitative data
and method triangulation and collaborative data analysis procedures helped the cross-examination and
verification of the data which increased the credibility and objectivity of the research. The analysis of multiple
data indicated that the three-phase videotaped simulated instruction is a viable model for trainees¡¯ professional
growth. Being involved in video-mediated collaborative teaching and dialogue provided trainees with invaluable
opportunities for an in-depth analysis of instructional processes, which raised not only their reflective skills but
also professional awareness and development.
关键词：Microteaching, Videotaped instructional design, Action research, Collaboration, Construction of Knowledge
