Video-stimulated teacher recall interviews for powerful professional learning and generation of rich collaborative research data

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2024) Video-stimulated teacher recall interviews for powerful professional learning and generation of rich collaborative research data. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Abstract

Understanding the complexity of classroom teaching is important for both professional development and educational research. Classroom video, especially if it includes effective sound recording, can provide rich data that allows repeated observation and analysis. Stimulated recall interviews involve recording the teacher as they watch back a video of their lesson on a laptop and are able to pause, rewind or fast forward the video and focus in on what they consider to be significant moments or sections. The interviewer sits to one side and may use semi-structured interview prompts to influence the generation of data (Lyle, 2003). Generating rich classroom data using this method has the benefit of being a professional development activity for the teacher, so that their giving of precious time contributing to a research project is at least paid back to some extent (Lewis, 2014). The method involves the teacher in data generation but also to some extent in analysis of classroom teaching, so it contributes to the design of ‘close to practice’ collaborative research (Wyse et al., 2018). In this presentation I will briefly introduce the use of video-stimulated recall method in collaborative research with teachers, including ethical, power, and knowledge issues. However, I will then focus on the related issues of using hybrid thematic analysis and presenting such a qualitative analysis transparently and convincingly within the constraints of a journal paper. It is possible, but not easy, to design, complete, and publish high quality close to practice educational research. A collaborative method of data generation such as video stimulated recall teacher interviews can contribute towards this. I will draw on lessons learned from an earlier and a later project using the method (Boyd, 2014; Boyd & Ash, 2018). Looking forward, I will speculate on how presentation of classroom teaching analysis might be strengthened by using an open access online lesson video to accompany a research paper (Ash & Boyd in progress) and by the application of Legitimation Code Theory (LCT) within the approach to analysis (Ash, in progress). The session offers teacher educators an introduction to a method useful for professional coaching and/or rich research data generation, but within a wider critical consideration of issues and principles on completing and publishing high quality close to practice research.

Key References:
Boyd, P. (2014) Learning Conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4), 441-456. Available at: http://www.tandfonline.com/doi/abs/10.1080/09669760.2014.968532#.Voz4HvmLRdg
Boyd, P. & Ash, A. (2018) Mastery Mathematics: Changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75: 214-223. Available at: https://www.sciencedirect.com/science/article/pii/S0742051X1731274X
Lewis, G. M. (2014). Implementing a reform-oriented pedagogy: Challenges for novice secondary mathematics teachers. Mathematics Education Research Journal, 26(2), 399e419. https://doi.org/10.1007/s13394-013-0092-5.
Lyle, J. (2003) Stimulated recall: A report on its use in naturalistic research, British Educational Research Journal, 29 (6), 861-878. https://doi.org/10.1080/0141192032000137349.
Nowotny, H., Scott, P., & Gibbons, M. (2001). Rethinking Science: Knowledge and the public in an age of uncertainty. Cambridge: Polity Press.
Wyse, D., Brown, C., Oliver, S. & Poblete, X. (2018). The BERA Close-to-Practice Research Project: Research Report. London: British Educational Research Association. Retrieved from: https://www.bera.ac.uk/researchersresources/publications/bera-statement-on-close-topractice-research

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education Learning Education and Development (LED)
Additional Information:	Presentation 88 at this conference.
Depositing User:	Anna Lupton
Date Deposited:	21 Jun 2024 11:19
Last Modified:	21 Jun 2024 11:30
URI:	https://insight.cumbria.ac.uk/id/eprint/7757

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