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Video-stimulated recall as a catalyst for teacher professional learning


Geiger, V and Muir, T and Lamb, J, Video-stimulated recall as a catalyst for teacher professional learning, Journal of Mathematics Teacher Education, 16, (5) pp. 457-475. ISSN 1573-1820 (2016) [Refereed Article]

Copyright Statement

Copyright 2015 Springer Science+Business Media Dordrecht

DOI: doi:10.1007/s10857-015-9306-y


The purpose of this article is to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. We explore this potential through a synthesis of two case studies that investigated different approaches to supporting teacher reflection on practice through the use of video-stimulated recall: one case involved a single researcher and a single teacher, and the other case included two researchers working with a pair of teachers. Data were analysed through the use of two conceptual lenses which were synthesised from literature related to levels of teacher reflection and teacher change. The analysis suggests that video-stimulated recall can be an effective medium for promoting teacher professional learning, providing quality reflection and questioning are included as crucial elements of the processes.

Item Details

Item Type:Refereed Article
Keywords:mathematics, video, professional development, numeracy, teacher professional learning, in-service
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:99957
Year Published:2016 (online first 2015)
Web of Science® Times Cited:9
Deposited By:Education
Deposited On:2015-04-21
Last Modified:2018-04-05

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