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

Andrea Nolan, Louise Paatsch, Janet Scull

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)536-547
Number of pages12
JournalInternational Journal of Research and Method in Education
Volume41
Issue number5
DOIs
Publication statusPublished - 20 Oct 2018

Keywords

  • Video-based methodologies
  • oral language
  • early years pedagogy

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