The impact of video stimulated recall on the continuous professional development of in-service mathematics teachers

Abstract

This study analysed mathematics teachers‘ reflection through Video Stimulated Recall (VSR), by investigating whether the four participating teachers change their teaching behaviour, after witnessing their live lesson presentations via video recordings. These teachers were from two different schools that taught mathematics in the intermediate and senior phases. The goal of the investigation was to contribute to the professional development (PD) of mathematics teachers, through VSR. The study aimed to investigate how mathematics teachers develop through the use of VSR. The findings of this study may assist teachers to enhance self-reflection through a real time view of their lessons. The findings may also provide teachers authenticity to improve their teaching practices. Thus, a series of lessons were video recorded, observed, and analysed by the participants and the researcher.