Video-Based Micro-Teaching Protocol for Value Integration in Chinese Pre-Service Teacher Education: A Randomized Controlled Study.

Authors

Xiaohan Jiang

Published in

Journal of visualized experiments : JoVE. Issue 237. Nov 05, 2026. Epub Nov 05, 2026.

Abstract

Integrating ideological-political, moral, and professional values into subject teaching requires pre-service teachers to translate educational principles into observable instructional actions. This randomized controlled study evaluated a value-integrated micro-teaching intervention against an active pedagogical comparison. At Yunnan Normal University, 102 final-year pre-service teachers were randomly assigned to two conditions, with 51 participants per condition. Both conditions followed a four-week sequence of baseline teaching, planning, first recorded teaching, timestamped video review, peer and mentor feedback, revision, and final assessment. The intervention linked selected values to subject objectives and observable actions; the comparison addressed explanation, learner engagement, and formative feedback. The primary outcome was Value-Integrated Teaching Performance, measured using a four-dimension 0-20 rubric. Overall Micro-Teaching Performance was assessed separately using a six-dimension 0-100 rubric. Ninety-six participants provided valid final assessments. Linear mixed-effects models used 198 available baseline and final records and adjusted for school stage and subject domain. The intervention produced greater improvement in Value-Integrated Teaching Performance, with an adjusted between-condition difference in change of 2.17 points (95% confidence interval (CI), 1.18-3.16; p < 0.001). Overall Micro-Teaching Performance also improved more in the intervention condition, with a difference in change of 3.94 points (95% CI, 1.69-6.19; p < 0.001). Complete-case analyses of covariance yielded consistent estimates. The combined value-focused instructional package improved immediate teaching-performance scores within the assessed micro-teaching setting. These findings concern task-specific instructional enactment rather than enduring changes in personal values or professional ethics.

PMID:
42992688
Bibliographic data and abstract were imported from PubMed on 06 Nov 2026.

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