The current paper contributes to the contemporary debate on field research methods in education, using a specific research example to explore the theme of video analysis (Jordan & Anderson, 1995) with particular reference to studying educational interactions among adults and children in early childhood contexts. Video analysis, as yet little debated within the scientific community, raises "a series of [methodological and practical] issues that urgently need to be tackled" (Knoblauch, Schnettler, Raab & Soeffner 2012, p. 14). Of these, I will examine in particular: the need to explicate the theoretical criteria underpinning and potentially undermining the analysis of visual data; the ecological value of procedures for analysing visual data, that are rigorous but not abstracted from the natural setting (the educational contexts) in which the video-recorded interactions take place; striking the "right balance" between the microanalysis of interactive behaviours and the dimension of the meanings attributed to them.
L’articolo si colloca nel dibattito contemporaneo sui metodi per la ricerca sul campo in educazione e approfondisce, a partire da un esempio di ricerca, il tema della videoanalisi (Jordan & Anderson, 1995) legata in particolare allo studio delle interazioni educative tra adulti e bambini nei contesti per l’infanzia. È un tema, quello della video-analisi, ancora poco dibattuto nella comunità scientifica, che solleva “una serie di questioni [metodologiche e pratiche] che hanno urgente bisogno di essere affrontate” (Knoblauch, Schnettler, Raab & Soeffner 2012, p. 14, tr. aut.). Tra queste ci si focalizzerà in particolare su: la necessità di esplicitare i criteri teorici che orientano e rendono discutibile l’analisi di dati visuali; il valore ecologico di procedure per l’analisi di dati visuali “accurate” ma non avulse dal setting- naturale (i contesti educativi) delle interazioni videoregistrate; la ricerca del “giusto equilibrio” tra l’analisi microscopica dei comportamenti interattivi e la dimensione dei significati ad essi attribuiti.
Cescato, S. (2016). Visible and invisible in the visual data. Video-analysis in education: Methodological issues. ENCYCLOPAIDEIA, 20(44), 73-88 [10.6092/issn.1825-8670/5985].
Visible and invisible in the visual data. Video-analysis in education: Methodological issues
CESCATO, SILVIA
Primo
2016
Abstract
The current paper contributes to the contemporary debate on field research methods in education, using a specific research example to explore the theme of video analysis (Jordan & Anderson, 1995) with particular reference to studying educational interactions among adults and children in early childhood contexts. Video analysis, as yet little debated within the scientific community, raises "a series of [methodological and practical] issues that urgently need to be tackled" (Knoblauch, Schnettler, Raab & Soeffner 2012, p. 14). Of these, I will examine in particular: the need to explicate the theoretical criteria underpinning and potentially undermining the analysis of visual data; the ecological value of procedures for analysing visual data, that are rigorous but not abstracted from the natural setting (the educational contexts) in which the video-recorded interactions take place; striking the "right balance" between the microanalysis of interactive behaviours and the dimension of the meanings attributed to them.
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