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

journal contribution
posted on 2018-10-20, 00:00 authored by Andrea NolanAndrea Nolan, Louise PaatschLouise Paatsch, J Scull
Using video as a mode of data generation in research involving young
children and their teachers has become a more common practice in
educational research. Digital video recordings provide the opportunity
to capture the complexity of interactions that occur between people,
time, space and objects, however, working with this methodology and
form of data can be complex and challenging. This paper focuses on the
use of video as a methodology to understand teachers’ tacit knowledge
of practice that supports young children’s oral language. This study
explores four specific viewpoints that have been employed to
investigate teachers’ practice: (1) camera, (2) teacher, (3) researcher and
(4) peers. From our analysis of the affordances of the differing
viewpoints, we propose that what can be ‘seen’ is directly impacted by
the understandings of those involved in the research process in relation
to data capture, viewing and analysing the data. We argue that these
viewpoints are not neutral or mutually exclusive rather they should be
considered complementary and supplementary in building a
comprehensive understanding of teachers’ tacit knowledge of literacy
practice.

History

Journal

International Journal of Research and Method in Education

Pagination

1 - 12

Publisher

Taylor & Francis (Routledge)

Location

London, Eng.

ISSN

1743-727X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2017 Informa UK