STIMULATED RECALL IN EXPLORING THE CONSTRAINTS OF REFLECTIVE THINKING

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.