Session Information
27 SES 01 A, Understanding Instructional Practices through Video Data: Experiences from the Norwegian PISA+ Video Study
Symposium
Contribution
The aim of this paper is to discuss how methodological design, conceptual framework (i.e. coding categories) and time scale framework within video studies support for multiple, contrary and complementary findings. The data is drawn from a video based classroom study (PISA+) documenting science classrooms practices at lower secondary level in Norway. Today’s video technologies and available software tools have made it possible to scrutinize and freeze in detail situations and emergencies of the teaching and learning processes. The combination of video data and supportive software tools together with analytical/conceptual categories and different levels of time scale analyses invite to multiple interpretations and findings. Besides enriching our understanding of processes of learning and teaching in classrooms, video technologies contribute to challenge and re-examine our conceptual framework and language for analysing and describing pedagogical processes.
Method
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