Triangulation with video observation when studying teachers’ practice

Abstract

Purpose The purpose of this paper is to discuss methodological issues concerning the use of video observation of a single lesson as a supplement to interviews when studying teachers’ practice and competencies. Design/methodology/approach Using a Danish follow-up study focused on teachers’ practice as a jumping-off point, the authors address both opportunities and challenges when triangulating interviews with video observations of a single lesson. The discussion is structured around the four challenges when using video observations presented by Derry et al. (2010), namely selection, technology, analysis and ethics. Findings Based on experiences from the follow-up study, the use of video observations for triangulation has the potential to nuance the meanings ascribed to teachers’ practice. This approach entails productive challenges that can support the more nuanced and diverse perspectives on teachers’ practice if used proactively. Originality/value Although there is a wide body of literature on conducting interviews and observations when studying teachers’ practice, the use of a combination of interviews and video observations is seldom addressed. This paper presents concrete experience of how to capture different aspects of teachers’ practice by triangulating data generated from interviews and from video observations in a research design with limited resources. The authors discuss what to consider when planning and conducting video observations of a single lesson as part of an interview-based study.

“It’s fun but at the same time difficult”: Experiences of and perspectives on children’s participation in decision-making processes in Physical Education and Health

“…The observations and experiences of the author were dictated, transcribed, and put into the field diary. According to Molbaek and Kristensen (2019), video observation for triangulation can contribute to nuancing the meanings ascribed to the practice of teachers. Thanks to the video observations, it was possible to capture various aspects that may have otherwise been missed.…”

La comunicación no verbal en la formación del profesorado de educación física: dificultades y limitaciones experimentadas

“…La autoevaluación y coevaluación se desarrollan a partir de la grabación en video de las sesiones realizadas por los estudiantes que actúan como docentes (Molbaek & Müller, 2019) y de la disposición, tras su intervención, de un tiempo de audiencia y discusión con algunos otros que asumen el rol de observadores (feedback), obteniendo grabaciones de audio consecuencia de tal discusión. En ellas los observadores revelan sus valoraciones al compañero docente, en relación a diversos indicadores competenciales comunicativos no verbales observados en sus actuaciones, apoyándose para ello en rúbrica de observación, diseñada por los autores del artículo, para observar la competencia comunicativa no verbal.…”

“…Los datos visuales enriquecieron la investigación al incorporarse como fuente de registro de las interacciones humanas, a partir de la relevancia sensorial que tienen las imágenes, que facilitan la comprensión del fenómeno, completando de manera más amplia su observación, no limitando el análisis a una única fuente de datos (documento textual), sino recurriendo a varias vías de acceso a la información, audiovisual, como es el caso (Banks, 2010;Molbaek & Müller, 2019).…”