A method and framework for video based pedagogy analysis.

Journal article

Riordan, J. 2020. A method and framework for video based pedagogy analysis. Research in Science & Technological Education . https://doi.org/10.1080/02635143.2020.1776243
AuthorsRiordan, J.

Background: Bringing about conceptual change in school science classrooms is difficult for teachers. Researchers in this field have struggled to influence classroom practice.

Purpose: The present research presents a method and a framework for video-based pedagogy analysis.

Sample: Six groups of 11-year-old pupils took part (three girls and three boys) in each expert micro-teaching interview, led by a science specialist (Advanced Skills Teacher). A ‘Concurrent Verbal Protocol and Retrospective Debriefing’ interview (Taylor and Dionne, 2000) happened with the teacher approximately one month later. Six teachers and thirty-six pupils participated altogether.

Design and method: Three research methods (expert micro-teaching, verbal protocols and retrospective debriefing) were used. Data were video-recorded and managed using NVivo. About fifteen hours of video data were analysed using grounded theory methods. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology. What can be considered evidence is inevitably affected by the researcher’s methodological position. So what constitutes reliable evidence can be contentious. Appropriate criteria for evaluating the grounded theory emerging from this study were used. Interpretivist approaches for investigating conceptual change in school science are necessary to complement positivist literature. This approach, proved successful in other fields (Pressley, 2000), is new to this context.

Results: Findings are presented as a framework for pedagogy analysis which uses the concepts: means (including information, misinformation and disinformation), strategy (on a spectrum from micro-strategies, through tactics to macro-strategies; and also involving cooperative and oppositional interactions), ends (personal, political and logistical), and accidents.

Conclusion: The method allows teachers to help the researcher understand incidents in video-data that are not evident to any external observer. The framework could help strategic dialogue between teachers, student teachers, mentors, teacher educators, and educational researchers.

KeywordsVideo-based; Pedagogy; Analysis; Conceptual change; Grounded theory
JournalResearch in Science & Technological Education
PublisherTaylor and Francis Online
Digital Object Identifier (DOI)https://doi.org/10.1080/02635143.2020.1776243
Official URLhttps://doi.org/10.1080/02635143.2020.1776243
Publication dates
Online23 Jun 2020
Publication process dates
Accepted27 May 2020
Deposited02 Jul 2020
Output statusPublished

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Additional information

• This is an original manuscript / preprint of an article published by Taylor & Francis in Research in Science & Technological Education on 23/6/20, available online: https://www.tandfonline.com/doi/full/10.1080/02635143.2020.1776243
• The embargo on publishing the ‘Accepted Manuscript’ to the university repository lasts for 18 months from publication (until 23/12/21). There is no embargo on posting this on my personal website, so the ‘Accepted Manuscript’ is available on www.john-paul.org.uk > teachers > more > research and publications.
• 50 free ePrints of the published version (i.e. the ‘version of record’) are available on request. Please just email me on john-paul.riordan@canterbury.ac.uk or DM @jpscience.

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