STIMULATED RECALL - AN EFFECTIVE METHODOLOGY FOR EXAMINING SUCCESSFUL TEACHING IN SCIENCE

Year: 1992

Author: Meade, Phil, McMeniman, Marilyn

Type of paper: Abstract refereed

Abstract:
This study is concerned with evaluating the potential use of an alternative methodology that would generate greater insights into the relationships of teacher beliefs and actions, and minimise the possibility of "superficial self-presentation" (Parsons, Graham & Honess, 1983) on the part of the teacher. Specifically the study sought to answer the following question: Does stimulated recall methodology allow greater and more reliable access to the pedagogical beliefs underlying teacher actions in classrooms?

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