Using video-stimulated recall to understand teachers' perceptions of teaching and learning in the classroom setting

Abstract

This paper has emerged from a research project based on exploring the interplay between teachers' beliefs about teaching and learning and their registered practices in language and math classes at an upper secondary level. The text describes one aspect of the research project which involved developing a more in depth understanding of teachers' beliefs about the teaching and the learning process in the classroom settings. The topic was explored through interviews with 13 teachers involved in this stage of the project. The interviews applied video stimulated recall with selected clips from the teachers' classrooms, and were analysed as part of the research. Data from the video stimulated interviews with the teachers were one of the essential components of the project allowing for the teachers' perspective to be heard and thus acknowledging them as important partners in the research. The paper reports findings from the interviews on how teachers interact with the videos and how their inputs have framed consequent stages of the analysis, in return shaping the researchers' understanding of particular classroom practices.

Keywords

• video stimulated recall
• teacher interviews
• teacher reflection
• classroom studies