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Using video-stimulated recall to investigate teacher awareness of explicit and implicit gendered thoughts on classroom interactions

2016; Taylor & Francis; Volume: 22; Issue: 6 Linguagem: Inglês

10.1080/13540602.2016.1158958

1470-1278

Els Consuegra, Nadine Engels, Vicky Willegems,

Gender Roles and Identity Studies

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.