Theoretical framework

The Stimulated Recall technique involves a visual stimulus that differs from the projective techniques. The origin of what is termed as projective dates back to psychoanalysis with the Rorschach clinical methods and the Thematic Apperception Test (TAT) (Miguel, 2014). In the Rorschach technique, the stimulus has no structure; it corresponds to blurs that the patient interprets. While in the TAT technique, patients tell stories from cards (Parada & Barbieri, 2011). Aspects of the validity of these interpretations were intensively discussed during the twentieth century, with an indication of serious limitations of these methods (Donoghue, 2000). On the other hand Stimulated Recall (SR) came up with Bloom in 1953 that used audiotapes with university students in sessions in which they recounted previous moments of the lessons (Calderhead, 1981). Thus, with the development of the audiovisual recording technologies over the decades of 70 and 80, qualitative and quantitative methods were developed from the SR.

The SR corresponds to the presentation of something that is part of the past of the interviewee, and may be a photograph, writings, drawings that provide verbal expression of the experienced moment (Falcão e Gilbert, 2005). More specifically, the Video Stimulated Recall (VSR) is the recollection stimulated by a video support and the Stimulated Recall Interview (SRI) is an interview by stimulated recall, but that does not require a video and can be performed with other media. In the SR, there is a record of a specific moment in the life of the subject that is rescued. Stough (2001) contrasts it with the think aloud technique in which the interviewee talks about an activity running, and therefore not performed earlier, with much detail as possible.

The SR is present in several educational research fields such as music, math, language, science etc. Cutrim Schmid (2011) cites Borg (2006), noting that the technique is used to analyse actions and rationales and not necessarily to elicit the thoughts of teachers while they are at a specific point in the lesson. In this sense, the SR technique has both the data collection character as the professional development.

In music, Dempsey (2010) employed the technique in an ethnographic study to investigate the motivations, understandings and strategies that develop musicians to interact on stage. In languages, the SR is an instrument to identify the pronunciation of the students. Bao, Egi and Han (2011) conducted a series of interviews in which students recalled episodes of lessons related to errors and problematic forms of intonation. Nilsson (2008) employs the SR to study the pre-service nature science teachers and the characteristics of PCK (pedagogical content knowledge). In the social sciences, Reitano (2006) analysed the speeches of teachers, in which they reflect upon their practices.

Research questions

The researches with VSR mostly focus on knowing what the teacher was thinking at the time of lessons (Nilsson, 2008). Therefore, the VSR is a professional development tool that helps teachers to reflect upon their practice and the learning of their students (Cutrim Schmid, 2011). In this sense, we have directed our research to answer questions such as, what are the possibilities and limitations of VSR methodology to analyse the performance of pre-service Chemistry teachers considering the planning of teaching as an organizing activity of the teacher's actions expressed in didactic sequences?

Objectives

Whereas the driving forms of interviews of stimulated video recall determine how the interviewee talks about his actions and purposes, our goal is to investigate what sorts of questions should be addressed during the interview, when the teaching planning constitutes an important activity system of the pre-service teacher education.

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