Exploring shifts in teachers’ perspectives of reflection in a context of CPD using video-stimulated recall

Abstract

Reflective practice is understood as being a vital part of professional development and is seen as a necessary skill in mathematics teaching. The poor mathematics results in South Africa can be addressed by supporting mathematics teachers to reflect more effectively. This study focused on how exposure to Video Stimulated Recall (VSR) affected mathematics teachers' perspectives of reflection and their practice, and to what extent teachers developed, after exposure to VSR. The aim was to gain a better understanding of how teachers reflect and develop through reflection. The research question which guided the study was: How, and to what extent, does the exposure to VSR affect the mathematics teachers’ perspective of reflection? The sub-questions which accompanied this question were: 1. How, and to what extent, did the exposure of mathematics teachers to VSR, shift their perspective of their own practice? 2. How, and to what extent, did the mathematics teachers develop through their exposure to VSR as a reflective tool? The study was conducted in two public primary schools in the Western Cape and focused on two mathematics teachers from each school.