Noticing through Self-reflection by Mathematics Teachers using Video Stimulated Recall

Abstract

Continuous professional development should be navigated in a teacher’s own context, addressing their particular needs where timeous feedback can be of great benefit. However, the major teachers’ union in South Africa hindered government officials to enter the classroom, limiting support. Most professional development (PD) initiatives are thus off-site and not always customised to the needs of the individual teacher. In this study, the use of Video-stimulated recall (VSR) was used as a PD tool where self-reflection is foregrounded, reporting on one teacher. The research question was: What did the teachers notice and act upon when VSR was incorporated as a PD amongst mathematics teachers? Through Mason’s discipline of noticing the teacher’s noticing was investigated. Key Words: Video-stimulated recall, Mathematics education; continuous professional development; teacher noticing; in-house setting