Abstract
Audiotaping and videotaping are useful but constantly evolving technological tools. This chapter examined how a critical commentator (CC, the author of this paper) used the affordances of audio and video technology to facilitate reflection amongst seven Singapore primary mathematics teachers. With the aid of a questioning framework, the CC was able to help these teachers improved in the quality of their reflections, moving from level 1, the lowest, to level 3, the highest. Although the participating teachers were initially resistant to the use of video technology, difficulties in recalling exact details of the observed lesson prompted them to embrace video technology. Grounded images were used as catalysts that promote richer reflections. This study showed that informed leadership offered by the head of department could be a way to ensure research continues even when the CC withdraws from the study.
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Cheng, L.P. (2015). Developing Critical Reflection Through Audio and Video Technology for Some Singapore Primary School Mathematics Teachers. In: Ng, S. (eds) Cases of Mathematics Professional Development in East Asian Countries. Mathematics Teacher Education, vol 10. Springer, Singapore. https://doi.org/10.1007/978-981-287-405-4_4
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