The influence of using video-stimulated recall as a reflective tool for professional development amongst novice mathematics educators

Abstract

This study investigated the influence of using Video-Stimulated Recall (VSR) as a tool for professional development (PD) among novice mathematics educators. The primary focus was the novice mathematics educators’ ability to reflect on their previously video recorded lessons as part of their PD. The main research question that guided the study was: What is the influence of VSR on the teaching and classroom practice of novice mathematics educators using reflective practice? In addressing this question, I focused on the following sub-questions: (1) Have novice mathematics educators been able to develop through the use of VSR as a proposed tool for PD? If so, to what extent?; (2) How does the implantation of reflective practice in relation to VSR affect novice educators’ teaching of mathematics in subsequent lessons?; (3) Has the pairing of the experienced and novice educators assisted the latter in moving towards more effective classroom practices? If so, to what extent? The research data were collected across three cycles from three novice mathematics educators, drawn from two high schools in the Western Cape Province of South Africa.