STIMULATED RECALL IN EXPLORING THE CONSTRAINTS OF REFLECTIVE THINKING

TitleSTIMULATED RECALL IN EXPLORING THE CONSTRAINTS OF REFLECTIVE THINKING
Publication TypeJournal Article
Year of Publication2013
AuthorsSántha, K
JournalProblems of Psychology in the 21st Century
Volume6
Start Page47-54
Date PublishedJuly/2013
Type of ArticleOriginal article
ISSN2029-8587
Other NumbersICID: 1059495
Keywordsreflective thinking, stimulated recall, text analysis
Abstract

The study focuses on exploring the reflective constraints of a pedagogue in the framework of reflective thinking. By applying the qualitative technique of stimulated recall, video-taped lesson analysis and commentaries on real life classes it shows the factors restricting reflective thinking. The participant in the study was a secondary school teacher of mathematics pursuing his teaching career for nine years. The pedagogue’s three lessons were recorded with the help of a technical expert. The recording of the lessons took place on three consecutive days, in the same class covering the same topic. The research was conducted by triangulation. Text analysis was carried out using the MAXQDA software by combining deductive and inductive coding processes. The findings show that emotions attached to teaching, lack of pedagogical knowledge and school context restricted the reflective thinking of the pedagogue. The results justified that developing reflective thinking contributes to making teacherly activities more effective and reflection can also further differentiate pedagogical knowledge. The results of the research might be applied in teacher training and further education. In addition the qualitative method called stimulated recall might also be relevant for researchers dealing with qualitative methodology.

URLhttps://oaji.net/articles/2014/444-1400266763.pdf
DOI10.33225/ppc/13.06.47
Refereed DesignationRefereed
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