Video-stimulated recall as a catalyst for teacherprofessional learning

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