Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews

To assess the use of artefacts in semi-structured, stimulated-recall interviews in a study exploring mentors' decisions regarding students' competence in practice. Few empirical studies have examined how mentors reach a decision when assessing students' performance in practice. Concerns have repeatedly been voiced that students may lack essential skills at the point of registration or that mentors may have failed or been reticent to judge students' performance as unsatisfactory. Student practice assessment documents (PADs) were used in stimulated-recall (SR) interviews with mentors to explore decision making. A review of the literature identified that artefacts can play a role in triggering a more comprehensive retrospective examination of decision making, thus helping to capture the essence of a mentor's decision over time and in context. Use of an artefact to stimulate recall can elicit evidence of thought processes, which may be difficult to obtain in a normal, semi-structured interview. PADs proved to be a valuable way to generate naturalistic decision making. In addition, discussion of artefacts created by participants can promote participant-driven enquiry, thereby reducing researcher bias. Identifying an approach that captures post hoc decision making based on sustained engagement and interaction between students and their mentors was a challenge. Artefacts can be used to address the difficulties associated with retrospective introspection about a unique decision. There is the potential to increase the use of artefacts in healthcare research. SR can also help novice mentors develop their skills in making decisions regarding assessments of students.

Classroom interaction is a challenging yet crucial part of language teaching, where teachers play a critical role in successful learning. Teachers' awareness of interaction strategies, such as negotiation of meaning strategies, including when and how to implement them, significantly affects learning outcomes, and reflective practices like stimulated recall interviews (SRIs) can effectively develop their awareness. Thus, the research aims to find out the EFL teachers' negotiation of meaning strategy (NfM) use reflected in stimulated recall interviews (SRIs) and the effect of awareness-raising activity on the negotiation of meaning strategies on teacher's reflections. The research participants are two in-service EFL teachers working at a private university in Türkiye. This research uses a mixed-method explanatory sequential design in a quasi-experimental framework. Teachers completed two SRIs, and between the interviews, they participated in an awareness-raising activity where they were informed about NfM strategies. In the light of qualitative and quantitative analysis, it is revealed that after the awareness-raising activity, the number and the type of NfM strategies increased. Furthermore, it was found that teachers demonstrated initiation in starting reflections and took more deliberate actions in the strategy choices. It could be stressed that teachers' reflections, as in SRIs, serve as a valuable tool for professional development opportunities to think, reflect, and improve their teaching, helping learners' language learning. These findings suggest that such awareness-raising activities positively impact teachers' professional development, classroom interaction, and, ultimately, student learning experiences.

<p>This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated recall interviews with primary school teachers were conducted in schools which were selected by the inspectorate on the basis of advances they had made in educational technology use. Stimulated recall interviews – a verbal reporting technique in which the teachers were asked to verbalize their thoughts while looking at their own classroom practice on video – seemed to be a promising approach to increase authentic understandings of technology integration. The results emphasize that (a) the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with the varying demands of their educational practices, (b) the teachers' ongoing learning experiences rather than training affected the development of the quality of their practices, and (c) the role of the school and the broader context of teachers' personal lives played an important role. By interpreting the results of the study, recommendations are discussed for teacher technology integration and future research.</p><p> </p>

The thinking and decision making of expert and novice teachers were compared before, during, and after teaching. The novices were five student teachers, and the experts were their five cooperating teachers in a suburban elementary school. Audiotaped planning interviews, videotapes of lessons, stimulated recall interviews, post-teaching interviews, delayed self-reports, and relevant printed materials were analyzed us ing the constant comparative method. The expert teachers thought about learning from the perspective of the student and performed a cognitive analysis of each learning task during planning, which they adapted to the needs of students during teaching. In contrast, novices used specific lesson objectives to form structured lesson plans that they did not adapt to meet student needs during teaching. Models for expert and novice teacher decision making are proposed, as well as implications for teacher education.

Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants’ thinking, to examine the effects of instructional strategies, and to promote metacognitive level. Notably, SR video stimuli have advanced, and the sources of stimuli have become more diverse, including the incorporation of physiological data. Additionally, researchers have applied various strategies, such as flexible intervals and questioning techniques, in SR interviews. Furthermore, this article discusses the relationships between different SR research items, including stimuli and learning contexts. The review and analysis also demonstrate that stimulated recall may be further enhanced by integrating multiple data sources, applying intelligent algorithms, and incorporating conversational agents enabled by generative artificial intelligence such as ChatGPT. This article provides a comprehensive analysis of SR studies in the realm of education and proposes a promising avenue for researchers to proactively apply stimulated recall in investigating educational issues in the digital era.

This study was designed to explore aspects of teaching expertise displayed in expert teachers’ mathematical instruction valued in Taiwanese classrooms. Three expert teachers were identified and selected in this study. A prototypical view of teaching expertise was used to guide our analyses and identification of similarity-based, family resemblance of expert teachers’ instruction. These expert teachers’ mathematics instruction was examined in light of some common aspects of good mathematics instruction, including problems or tasks being selected and sequenced in classroom instruction, students’ solutions then being selected and sequenced for the whole-class discussion, questions being asked and responses to students during the class discussion, and the transition from one activity to another. As a result, mathematics teachers’ expertise in teaching was revealed as prototypical features in five aspects that are shared among these three expert teachers. The rich description and summary features provide great details and insight to the teaching expertise that is important for developing good mathematics classroom instruction valued in Taiwan.

Investigates language teachers’ thoughts, beliefs and knowledge through the lens of social interaction In the past decade there has been a surge of interest in the study of language teacher cognition – what language teachers know, think and believe – and of its relationship to teachers’ classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers’ cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction. Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

Event Abstract Back to Event Research in Progress: Investigating the Intersections of Attention and Self-Regulated Learning through Stimulated Recall and Student’s Eye-Tracking Behaviour Nayadin Persaud1* and Matt Eliot1 1 Central Queensland University, Australia The aim of this dissertation research project is to investigate how higher education students develop and refine self regulatory strategies and behaviours in the e-learning context over time. In this longitudinal study, students perform self-selected tasks within an online course forum in a laboratory setting with their eye movements tracked using Tobii X120 technology. At the end of the task, participants are then shown video of their eye movements during task performance and asked to describe their experience of the task in retrospect. These interviews are audio-recorded and transcribed, with the quantitative eye-tracking data and qualitative interview data being analysed in parallel. In this longitudinal study, eye movement behaviours will offer insight into the development and refinement of self regulatory constructs. Through the triangulation of eye tracking metrics, direct observation and participant self-report, participants’ cognitive and self regulatory behaviours are being explored in regards to learning strategies such as planning, monitoring and decision making. These strategies are founded on attention, with phenomena such as saccade/fixation ratios serving as indicators of where and how participants are attending to the learning task. Participant self-report data, gleaned from the stimulated recall interview, offers additional insight. This presentation reports on the results of the initial findings and offers insight into how eye tracking metrics along with self report data can be considered in exploring attention and student self regulatory behaviour. Keywords: attention and self-regulated learning, eye tracking metrics, e-learning, higher education, eye tracking, stimulated recall interviews Conference: ACNS-2012 Australasian Cognitive Neuroscience Conference, Brisbane, Australia, 29 Nov - 2 Dec, 2012. Presentation Type: Poster Presentation Topic: Attention Citation: Persaud N and Eliot M (2012). Research in Progress: Investigating the Intersections of Attention and Self-Regulated Learning through Stimulated Recall and Student’s Eye-Tracking Behaviour. Conference Abstract: ACNS-2012 Australasian Cognitive Neuroscience Conference. doi: 10.3389/conf.fnhum.2012.208.00096 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 25 Oct 2012; Published Online: 07 Nov 2012. * Correspondence: Mrs. Nayadin Persaud, Central Queensland University, Noosa, Australia, n.persaud@cqu.edu.au Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Nayadin Persaud Matt Eliot Google Nayadin Persaud Matt Eliot Google Scholar Nayadin Persaud Matt Eliot PubMed Nayadin Persaud Matt Eliot Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

In this concluding chapter I shall come back to the three questions that guided the case studies of these four ESL teachers: What are the critical differences among expert, experienced, and novice teachers? How does a teacher become an expert teacher? What are the critical factors that shaped the development of expertise? From the accounts of the four ESL teachers in Chapters 6 to 9, we can see a number of differences between the expert teacher and the novice teacher, many of which have been documented in novice-expert studies. For example, compared to the novice teacher, Genie, the expert teacher, Marina, conducts lessons with much more fluidity and automaticity. She knows the students much better and has a much better rapport with them. She is also more selective in attending to noises and disruptions in the classroom. The question that I wish to address, however, is not what the differences between an expert teacher and a novice teacher are, but rather which of the differences are critical ; critical in the sense that they are important indicators of expertise and not just experience. I shall argue that the critical differences lie in the way knowledge is developed and held by these teachers. This observation is based on the premise that knowledge is “constituted in the settings of practice” (Lave, 1988, p. 14). In other words, the specific context in which the teacher operates and the ways in which the teacher relates to the context jointly constitute the ways in which the teacher makes sense of his or her work as a teacher.

This article reports on findings from a study that employed stimulated recall (SR) to tap English as second language (ESL) learners’ metacognitive strategy use and thought processes. Two groups of four students in each were asked to engage in an English group discussion task. Prior to the task, the groups were given time to discuss how they might prepare for the upcoming task. Immediately after the task, each of the eight students was asked to participate in a SR interview to recall the thought processes that had taken place during the group preparation. A fine-grained qualitative analysis of the thought processes of the students indicated that they reported using different types of metacognitive strategies to do local and global planning prior to the task proper. The results also showed that students were planning to use strategies to monitor the turn-taking pattern or contribution of group members while the English task was in action. This paper proposes that SR interviews may usefully be incorporated into the teaching plan as post-task activities. This way, the teacher may be able to access the inner voices of ESL learners about metacognitive strategy, thereby gaining insight into effective teaching of ESL oral skills.

The purpose of this study was to describe the characteristics of expert and novice teachers' constructivist-oriented teaching practices while using a movement approach to teach elementary physical education. Three expert and three novice teachers' constructivist-oriented teaching practices (18 lessons, 3 each) were evaluated using the Educational Games Observation Rubric (EGOR), a rubric specifically designed and validated for this study. Data sources included transcripts of two formal interviews with each teacher, transcripts of the 18 videotaped lessons, and coding from the EGOR. The expert teachers were more likely than the novice teachers to facilitate students' self-regulation and critical thinking about movement quality, to link new learning to students' prior knowledge and emerging relevance, and to guide students' social interaction. As with the expert teachers, the novice teachers encouraged students to engage in, elaborate on, and share ideas about movement variety tasks.

The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers’ value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.

Teacher professional vision of classroom management is one crucial aspect of teacher expertise that has so far been studied without considering the role of teachers’ subjects. However, subject teaching is characterized by typical settings and activities that might require different classroom management strategies. This small-scale explorative study investigates whether twenty expert teachers from two secondary school subjects (biology and mathematics) differ in their professional vision of classroom management. Using video clips of two settings as stimuli, teachers’ eye-tracking data and retrospective think-aloud data were recorded. Think-aloud data were investigated with quantitative content analysis and epistemic network analysis. Expert teachers’ visual attention, their noticing of classroom management events, and their knowledge-based reasoning were compared for both groups. Results reveal subject-specific aspects of expert teachers’ professional vision of classroom management in terms of events noticed and their reasoning about these events. Expert biology teachers were more concerned with suggesting alternative classroom management strategies, particularly strategies addressing aspects to consider when planning activities such as providing structure or preparing the classroom. In contrast, mathematics teachers were more evaluative in their analysis of events and focused more on behavioral management or ensuring students’ engagement in the moment.

The interactive or "inflight" decision-making of nine expert health teachers and 10 student health teachers was examined over a two-year period. The method for accessing thoughts of the teachers was the stimulated recall interview which first involved making a videotape of the lesson being taught. After the lesson, the researcher played the videotape and the teachers stopped the tape whenever they could recall what they were thinking at the time. Each interview was audiotaped and responses served as data for this study. Overall, expert health teachers made more interactive decisions in the classroom across a larger number of categories. Specifically, experts remembered making significantly more decisions in the five categories of pupil, content, procedures, time, and materials. Expert health teachers also were generally more cognizant of lesson objectives, more likely to modify the lesson, and better able to connect new material to students' prior learning. Recommendations for preservice and inservice professional development programs are offered.