Video-based methodologies: the affordances of different viewpoints in understanding teachers’ tacit knowledge of practice that supports young children’s oral language

Nolan, Andrea, Paatsch, Louise and Scull, Janet 2017, Video-based methodologies: the affordances of different viewpoints in understanding teachers’ tacit knowledge of practice that supports young children’s oral language, International Journal of Research and Method in Education, pp. 1-12, doi: 10.1080/1743727X.2017.1307958.

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Title Video-based methodologies: the affordances of different viewpoints in understanding teachers’ tacit knowledge of practice that supports young children’s oral language
Author(s) Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Paatsch, LouiseORCID iD for Paatsch, Louise orcid.org/0000-0003-3978-9603
Scull, Janet
Journal name International Journal of Research and Method in Education
Start page 1
End page 12
Total pages 13
Publisher Taylor & Francis (Routledge)
Place of publication London, Eng.
Publication date 2017-04
ISSN 1743-727X
Keyword(s) video-based methodologies
oral language
early years pedagogy
Summary Using video as a mode of data generation in research involving youngchildren and their teachers has become a more common practice ineducational research. Digital video recordings provide the opportunityto capture the complexity of interactions that occur between people,time, space and objects, however, working with this methodology andform of data can be complex and challenging. This paper focuses on theuse of video as a methodology to understand teachers’ tacit knowledgeof practice that supports young children’s oral language. This studyexplores four specific viewpoints that have been employed toinvestigate teachers’ practice: (1) camera, (2) teacher, (3) researcher and(4) peers. From our analysis of the affordances of the differingviewpoints, we propose that what can be ‘seen’ is directly impacted bythe understandings of those involved in the research process in relationto data capture, viewing and analysing the data. We argue that theseviewpoints are not neutral or mutually exclusive rather they should beconsidered complementary and supplementary in building acomprehensive understanding of teachers’ tacit knowledge of literacypractice.
Language eng
DOI 10.1080/1743727X.2017.1307958
Field of Research 130102 Early Childhood Education (excl Maori)
130105 Primary Education (excl Maori)
130204 English and Literacy Curriculum and Pedagogy (excl Lote, Esl and Tesol)
130202 Curriculum and Pedagogy Theory and Development
13 Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2017 Informa UK
Persistent URL http://hdl.handle.net/10536/DRO/DU:30093810

Document type: Journal Article
Collection: School of Education
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