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The stressors of teaching can be individual and hard to identify. Merely recalling stressful events after a lesson can be biased by neglect, modification, or extenuation of memories. Therefore, the present study explores how video data can be used to reactivate or relive stressor memory. Eight teachers’ lessons were recorded while their stress was assessed through electrodermal activity (EDA). Teachers then watched their recorded lessons retrospectively while EDA was measured once more but they were additionally asked to use a joystick to indicate when they recalled being stressed during their lesson. Results show that teachers in the watching condition did not re-experience or recall the same situations as stressful as in the teaching condition. They indicate that video feedback can be used as a tool for coping with stressful teaching events only if teachers are also provided with information about their actual stress level during teaching. The implications of these results are discussed.

Teaching versus watching? Using video feedback to counter teacher stress