Skip to main content

Video-stimulated recall as a catalyst for teacher professional learning

Abstract

The purpose of this article is to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. We explore this potential through a synthesis of two case studies that investigated different approaches to supporting teacher reflection on practice through the use of video-stimulated recall: one case involved a single researcher and a single teacher, and the other case included two researchers working with a pair of teachers. Data were analysed through the use of two conceptual lenses which were synthesised from literature related to levels of teacher reflection and teacher change. The analysis suggests that video-stimulated recall can be an effective medium for promoting teacher professional learning, providing quality reflection and questioning are included as crucial elements of the processes.

This is a preview of subscription content, access via your institution.

References

  • Alger, C. (2006). ‘What went well, what didn’t go so well’: Growth of reflection in pre-service teachers. Reflective Practice, 7(3), 287–301.

    Article  Google Scholar 

  • Askew, M., Brown, M., Rhodes, V., Johnson, D., & Wiliam, D. (1997). Effective teachers of numeracy. London: School of Education, King’s College.

    Google Scholar 

  • Australian Association of Mathematics Teachers. (1997). Numeracy = Everyone’s Business Report of the Numeracy Education Strategy Development Conference. Adelaide: AAMT.

    Google Scholar 

  • Blomberg, G., Renkl, A., Sherin, M., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90–114.

    Google Scholar 

  • Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.

    Article  Google Scholar 

  • Borko, H., Jacobs, J., Seago, N., & Mangram, C. (2014). Facilitating video-based professional development: Planning and orchestrating productive discussions. In Y. Li, E. Silver, & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices, advances in mathematics education (pp. 259–282). New York: Springer. doi:10.1007/978-3-319-04993-9_16.

    Google Scholar 

  • Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM—The International Journal on Mathematics Education, 43(2), 175–187.

    Article  Google Scholar 

  • Brophy, J. (Ed.). (2004). Advances in research on teaching. Using video in teacher education (Vol. 10). Elsevier: Oxford.

    Google Scholar 

  • Brophy, J. (2007). Discussion. In J. Brophy (Ed.), Using video in teacher education (pp. 287–304). Bingley: JAI Press.

    Google Scholar 

  • Burns, R. (2000). Introduction to research methods (3rd ed.). Melbourne: Longman.

    Google Scholar 

  • Clarke, D. M. (1997). The changing role of the mathematics teacher. Journal for Research in Mathematics Education, 28(3), 278–301.

    Article  Google Scholar 

  • Clarke, D., Sullivan, P., Cheeseman, J., & Clarke, B. (2000). The early numeracy research project: Developing a framework for describing early number learning. In J. Bana & A. Chapman (Eds.), Mathematics education beyond 2000 (Proceedings of the 23rd annual conference of the Mathematics Education Research Group of Australasia) (pp. 180–187). Perth, WA: MERGA.

    Google Scholar 

  • Cobb, P., Zhao, A., & Dean, D. (2009). Conducting design experiments to support teacher’s learning: A reflection from the field. The Journal of the Learning Sciences, 18, 165–199. doi:10.1080/10508400902797933.

    Article  Google Scholar 

  • Coles, A. (2013). Using video for professional development: The role of the discussion facilitator. Journal of Mathematics Teacher Education, 16(3), 165–184.

    Article  Google Scholar 

  • Coles, A. (2014). Mathematics teachers learning with video: The role, for the didactician, of a heightened listenin. ZDM—The International Journal on Mathematics Education Mathematics Education, 46, 267–278. doi:10.1007/s11858-013-0541-3.

    Article  Google Scholar 

  • Davies, N., & Walker, K. (2005). Learning to notice: One aspect of teachers’ content knowledge in the numeracy classroom. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Research, theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia) (pp. 273–280). Sydney: MERGA.

    Google Scholar 

  • Day, C. (1998). Working with the different selves of teachers: Beyond comfortable collaboration. Educational Action Research, 6(2), 255–275.

    Article  Google Scholar 

  • Day, C. (1999). Professional development and reflective practice: Purposes, processes and partnerships. Pedagogy, Culture and Society, 7(2), 221–233.

    Article  Google Scholar 

  • Geiger, V., & Goos, M. (2006). Living in the gap: A tale of two different types of researchers. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia) (pp. 254–261). Adelaide, SA: MERGA.

  • Geiger, V., Goos, M., & Dole, S. (2011). Trajectories into professional learning in numeracy teaching. In J. Clarke, B. Kissane, J. Mousely, T. Spencer & S. Thornton (Eds.), Traditions and (new) practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia, Alice Springs, NT) (pp. 297–305). Alice Springs: MERGA.

  • Geiger, V., Goos, M., & Dole, S. (2014). Students’ perspectives on their numeracy development across the learning areas. In Y. Li & G. Lappan (Eds.), Mathematics curriculum in school education (pp. 473–492). New York: Springer.

  • Goos, M., Dole, S., & Geiger, V. (2011). Improving numeracy education in rural schools: A professional development approach. Mathematics Education Research Journal, 23(2), 129–148.

  • Goos, M., Geiger, V., & Dole, S. (2014). Transforming professional practice in numeracy teaching. In Y. Li, E. Silver & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices (pp. 81–102). New York: Springer.

  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M, Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.

  • Hopkins, D. (1993). A teacher’s guide to classroom research (2nd ed.). London: Open University Press.

    Google Scholar 

  • Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Beasley, H., Chan, A., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 4(3), 226–243.

  • Lerman, S. (2006). Theories of mathematics education: Is plurality a problem? ZDM—The International Journal on Mathematics Education, 38(1), 8–13.

    Google Scholar 

  • Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks: Corwin Press.

    Google Scholar 

  • Lovitt, C., & Clarke, D. (1988). Mathematics curriculum and teaching program (MCTP) Activity bank (Vol. 1). Canberra: Curriculum Development Centre.

    Google Scholar 

  • Millett, A., & Bibby, T. (2004). The context for change. In A. Millett, M. Brown, & M. Askew (Eds.), Primary mathematics and the developing professional (pp. 1–17). Netherlands: Kluwer.

    Chapter  Google Scholar 

  • Muir, T. (2010). Using video-stimulated recall as a tool for reflecting on the teaching of mathematics. In L. Sparrow, B. Kissane & C. Hurst (Eds.), MERGA33 2010 shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia). Fremantle, WA: MERGA.

  • Muir, T., & Beswick, K. (2007). Stimulating reflection on practice: Using the supportive classroom reflection process. Mathematics Teacher Education and Development, 8 (Special issue), 74–93.

  • Nemirovsky, R., Dimattia, C., Ribeiro, B., & Lara-Meloy, T. (2005). Talking about teaching episodes. Journal of Mathematics Teacher Education, 8, 363–392. doi:10.1007/s10857-005-3848-3.

    Article  Google Scholar 

  • OECD. (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: OECD.

    Book  Google Scholar 

  • Olsen, J. C., & Kirtley, K. (2005). The transition of a secondary mathematics teacher: From a reform listener to a believer. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th conference of the international group for the psychology of mathematics education (pp. 25–32). Melbourne: PME.

    Google Scholar 

  • Powell, E. (2005). Conceptualising and facilitating active learning: Teachers’ video-stimulated reflective dialogues. Reflective Practice, 6(3), 407–418.

    Article  Google Scholar 

  • Power, A., Clarke, M., & Hine, A. (2002). Internship learning connects the dots: The theory and practice of reflection. Retrieved June 20, 2014 from http://www.aare.edu.au/02pap/cla02481.htm

  • Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches—First steps towards a conceptual framework. ZDM—The International Journal on Mathematics Education, 40(2), 165–178.

    Article  Google Scholar 

  • Reason, P. (1998). Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 261–291). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing. Journal of Teacher Education, 59(4), 347–360.

    Article  Google Scholar 

  • Roth McDuffie, A., Foote, M., Bolson, C., Turner, E., Aguirre, J., Bartell, T., et al. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17(3), 245–270.

    Article  Google Scholar 

  • Santagata, R. (2009). Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38–51.

    Article  Google Scholar 

  • Schratz, M. (2006). Leading and learning: ‘Odd Couple’ or powerful match? Leading and Managing: Journal of the Australian Council for Educational Leaders, 12(2), 40–43.

    Google Scholar 

  • Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259–267.

    Article  Google Scholar 

  • Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education. Amsterdam: Elsevier.

    Google Scholar 

  • Sriraman, B. & English, L. D. (2005). Theories of mathematics education: A global survey of theoretical frameworks/trends in mathematics education research. ZDMThe International Journal on Mathematics Education, 37(6), 450–456.

  • Star, J., & Strickland, S. (2008). Learning to observe: using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.

    Article  Google Scholar 

  • van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28(2), 182–192.

    Article  Google Scholar 

  • van Es, E., & Sherin, M. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.

    Google Scholar 

  • van Es, E., Tunney, J., Goldsmith, L., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340–356.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Vince Geiger.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Geiger, V., Muir, T. & Lamb, J. Video-stimulated recall as a catalyst for teacher professional learning. J Math Teacher Educ 19, 457–475 (2016). https://doi.org/10.1007/s10857-015-9306-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10857-015-9306-y

Keywords

  • Mathematics
  • Video
  • Professional development
  • Numeracy
  • Teacher professional learning
  • In-service