Importance of researching teachers’ beliefs and practices: Stimulated recall

Ryan, Jonathon (2012) Importance of researching teachers’ beliefs and practices: Stimulated recall. In: Culturally Responsive Research and Pedagogy Symposium 2012, 13-15 November, 2012, Hamilton, New Zealand. (Unpublished)


Abstract or Summary

Stimulated recall (SR) is a research methodology involving the retrospective verbalization of cognition, whereby participants are prompted to recall the thought processes that informed an action or that were prompted by an event. The central characteristics of this method are the use of a recall stimulus and the maintenance of a clear distinction between recall and present interpretation. At its best, SR may enable vivid recollection of actions and decision-making, yet findings are easily compromised, meaning that SR procedures must be carefully developed. This presentation reports on issues that arose from a doctoral research project in which SR sessions were used to identify miscommunications that occurred during the re-telling of a narrative. I discuss a range of methodological issues and procedures related to SR. These include issues in video recording, the design and focus of recall questions, inter-cultural considerations, the timing of recall prompts, face management, access to memory types, and risks arising from certain types of direct question. A short video will illustrate the process used in the study.

Item Type:Conference or Workshop Item (Paper)
Keywords that describe the item:Stimulated recall, methodology
Subjects:P Language and Literature > P Philology. Linguistics > P Philology. Linguistics
Divisions:Schools > Centre for Languages
ID Code:2222
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Deposited On:06 Jan 2013 21:52
Last Modified:09 Jan 2017 03:01

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