The purpose of this article is to examine the potential of video-catalysed re-
flective practice for supporting ongoing teacher professional learning in numeracy. We
explore this potential through a synthesis of two case studies that investigated different
approaches to supporting teacher reflection on practice through the use of video-stimulated
recall: one case involved a single researcher and a single teacher, and the other case
included two researchers working with a pair of teachers. Data were analysed through the
use of two conceptual lenses which were synthesised from literature related to levels of
teacher reflection and teacher change. The analysis suggests that video-stimulated recall
can be an effective medium for promoting teacher professional learning, providing quality
reflection and questioning are included as crucial elements of the processes.

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• Video-stimulated recall as a catalyst for teacher professional learning

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