NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1100596
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1354-0602
Using Video-Stimulated Recall to Investigate Teacher Awareness of Explicit and Implicit Gendered Thoughts on Classroom Interactions
Consuegra, Els; Engels, Nadine; Willegems, Vicky
Teachers and Teaching: Theory and Practice, v22 n6 p683-699 2016
Teachers believe they don't interact any differently with boys than with girls. However, an examination of the evidence base on gendered student-teacher interactions shows--at times contradicting--unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by both the teachers themselves and the researchers. Video-stimulated recall is used to bring to the surface the thoughts, images and emotions that evoke teachers' (re)actions in the classroom. Content analysis and thematic analysis of teachers' recall reveal three things: (1) when recalling specific situations, gender imbalances in the thoughts and images that accompany teachers' (re)actions come to the surface; (2) "video-stimulated recall" interviewing is a promising method to raise teacher awareness of these gendered thoughts and images; and (3) with a view to practitioners' professional learning process, it is important for researchers to allow practitioners to co-investigate their practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A