Reflecting on Teachers’ Practices as Multimodally Constructed in Spatial Reality: The Valuable Use of Video Data and Conversation Analysis to Investigate Classroom Interactions

Abstract

The aim of this paper is to demonstrate analytical potentialities of video data [2], [4], [5] for the study of joint classroom activities focusing on teaching practices. We will show how a fine-grained CA (conversation analysis) based video analysis [1], [3] of a situated 'Sudoku' activity in a preschool classroom can shed light on the dialogic relationship between the teacher's instructional work and the children's understanding of the task to be accomplished.