The Impact of Video Tools Supported Learning Process on the Learner Autonomy of Teacher Candidates

<span style="color: rgb(39, 44, 48); font-family: Roboto, &quot;Helvetica Neue&quot;, Helvetica, Arial, sans-serif; font-size: 19px;">Learner autonomy, which refers to taking responsibility for one's learning, improves self-regulated learning, decision-making, and problem-solving skills. Learner autonomy can be influenced by in-class activities that lead learners to be self-directed, motivated, and independent in making decisions about their learning process. Multi-media tools, particularly videos, are efficient ways of promoting learner autonomy. The use of video tools in teacher education has gained significant attention in recent years, as researchers have explored their potential to enhance the learning and professional development of pre-service teachers. A learning process supported by video tools and enriched with activities to support learner autonomy supports the learner autonomy levels of faculty of education students. This research paper aims to investigate the impact of video tools on the learner autonomy of pre-service teachers, a critical aspect of their preparation for the teaching profession. This study is an action research. The study is a follow-up study of the needs analysis conducted by the researchers to determine the learner autonomy levels of the Faculty of Education students. The study group is determined as first-grade teacher candidates (n=27) in a Faculty of Education in Turkiye.The expected results are that the learner autonomy levels of teacher candidates will increase when supported by innovative approaches such as the use of multimedia tools like video and in-class activities.</span>