Ismail Radiyah2025-09-102025-09-102024https://hdl.handle.net/10566/20877Reflection is of utmost importance in improving one’s practice as an educator. An educator who does not reflect will struggle to improve on their previously taught lessons. Reflection can benefit the educator first and, ultimately, their learners. This study investigated how novice mathematics educators’ professional development could be enhanced by observing their own lessons as well as those of experienced educators, using video-stimulated recall (VSR). The study entailed three cycles in which three lessons of each novice and experienced educator were video-recorded. The researcher watched the video-recordings, trying to establish if anything specific or noteworthy happened that could constitute a possible development area for the educator. Subsequently, the researcher created playback episodes in which certain parts of the novice educator’s and experienced educator’s lessons were presented. Thereafter, the novice educator and the researcher watched the recorded episodes. This viewing was followed up with a semi-structured interview. In this interview, the researcher prompted the novice educator to reflect on what they noticed in the playback episodes. During the observation phase of the playback episodes, the novice educators commented on the video recordings. This was to ensure immediate reflection as they continued watching the recordings. All interviews were audio-recorded, to ensure the accurate capturing of the data. The first cycle of observations entailed the novice educator reviewing their own lessons and then observing those of the experienced educator. Thus, novice educators do not just reflect on their own lessons, but also observe how experienced colleagues teach the same topic – at the same time and in the same school. The second cycle proceeded with the researcher replacing the novice educator as reviewer of the videos. This was to ascertain whether that sequence would better equip the novice educators to adapt and implement the various useful aspects they observed. The novice educators observed the video-recorded lessons of the experienced educators before their own. After watching the video-recorded lessons of their experienced colleagues, the novice educators reflected on their own lessons. This was to determine if there were new or diverse ways of teaching the same topics. The third cycle was similar to the first cycle of the video-stimulated semistructured interviews. The novice educators reviewed their own lessons first, before observing those of the experienced educators. Each playback episode in every cycle was followed by a semi-structured interview. Here, the novice educator was prompted by the researcher to reflect on what they saw and how they could improve the lesson in future, after reflection. These proceedings were audio-recorded, transcribed, and analysed. The Annual Teaching Plan (ATP) was used as a guide for all the lessons. The research question that this study aimed to address was: How does self-reflection of novice mathematics educators influence their professional development when they are exposed to their video-recorded lessons and that of an experienced colleague? This study drew on Schön’s theory of reflection ‘in action’ and reflection ‘on action’, as well as Broadwell’s theory of the conscious competence learning model. Two novice educators and one experienced educator were selected through purposeful sampling. Data were collected through video-stimulated, semi-structured interviews. The purpose was to see what the novice educators could notice by reviewing their own lessons and subsequently observing the experienced educator’s lessons. The findings showed that self-reflection facilitated by VSR led to positive adaptations in teaching practices. These adaptations entailed improved lesson planning, classroom management, and use of instructional technology. Thus, the study concluded that self-reflection, supported by VSR, enhanced the professional growth of novice educators and contributed to improved teaching and learning outcomes in mathematics education. The researcher suggested that schools adopt VSR for professional development, for the benefit of both educators and institutions. This entails providing teachers with ICT resources and training, scheduling observations, and conducting probing interviews in a comfortable setting. The researcher also recommended conducting multiple reflection cycles over an extended period, to yield deeper insights. Also, similar research should be initiated at the beginning of the term, as this may facilitate openness to change. Thus, the researcher encourages all educators to record and share their essons, as the related feedback could enhance their professional development and teaching practices.enNovice educatorEducator professional developmentExperienced educatorVideo stimulated recallReflective practiceThesis