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Video-stimulated recall as a catalyst for teacher professional learning
journal contribution
posted on 2023-05-18, 09:19 authored by Geiger, V, Tracey MuirTracey Muir, Lamb, JThe 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.
History
Publication title
Journal of Mathematics Teacher EducationVolume
16Issue
5Pagination
457-475ISSN
1573-1820Department/School
Faculty of EducationPublisher
Springer NetherlandsPlace of publication
NetherlandsRights statement
Copyright 2015 Springer Science+Business Media DordrechtRepository Status
- Restricted