Teachers’ professional development shaped through self-reflection using video-stimulated recall

Abstract

Background: Self-reflection is seen to be a key factor to individual improvement and development, and thus commendable of investigating. The challenge however is what tools to use to reflect effectively. This study examined the professional development of in-service Mathematics teachers through self-reflection using Video Stimulated Recall (VSR) as a reflective tool. Aim: The aim of the study was to contribute to the body of knowledge of professional development of teachers through VSR. Setting: This article describes an intervention where VSR was incorporated in two primary schools on the Cape Flats, Western Cape. Method: This study implemented the qualitative research paradigm involving four teachers. Data collection consisted of video recordings of lessons and semi-structured interviews after watching the video recording of their own lessons. A minimum of two cycles of observations and interviews were conducted per teacher. Results: After self-reflection, some of the participants altered their classroom practices to enhance the teaching and learning of mathematics while some reflected superficially. The lack of reflecting on their learners’ mathematical thinking and reasoning might have been ascribed to the limitation of viewing only two recorded lessons, the possible inability of the interviewer to probe the participants further or the participants’ inability or unwillingness to reflect deeper. Conclusion: Video-stimulated recall allowed participants to self-reflect. However, this tool should be used over a longer period to significantly influence practice. Contribution: Video-stimulated recall as a reflective tool can be used as an in-house professional development initiative that is customised to the needs and context of the participants.

Keywords

• continuous professional development
• self-reflection
• teachers
• conscious-competence model
• video-stimulated recall