Mit der Videokamera beobachten

The function of contextual knowledge: A videotaped class session in France

“…It appears that looking and observing have been incorporated in the same way as not-looking and not-observing; and even videography, which makes it possible to view video-recordings over and over again, is no guarantee of an impartial eye and an unbiased description. Notwithstanding that the scenes captured by the video camera itself are highly selective, with the camera either being handled by somebody searching for something or mounted on a tripod and targeted (for detailed information, see Reh, 2012b).…”

“…In the context of the present study, the author had an eye-opening experience which led her to fall back on videography for analysis more than she had done previously when reconstructing lessons. The approach outlined here, which usually uses ‘video data to complete transcriptions of verbal interactions’ (Reh, 2012b: 164), differs from ways of dealing with videography in, for example, the area of ethnographic studies in which scientific authors use cameras as a ‘ caméra stylo ’ (camera-pen), in order to ‘record their observations in the form of audio-visual field notes’ (Mohn, 2010: 154). As a form of ‘condensed showing’ (Mohn, 2010: 154), the use of handheld cameras is a common practice among ethnographic researchers, who (depending on the specific research question) focus flexibly on situations and practices.…”

“…The method of video documentary and film interpretation is particularly well- developed (for more details, see Bohnsack, 2011). Following this design, Fritzsche and Wagner-Willi established different levels of transcriptions in order to reconstruct their interactions as well as the material and the corporal constellations reflected in them, and their respective meanings (see Reh, 2012b: 156). The methodology applied in this present study also differs from those studies that use video data as a primary source, rather than as a tool for analysis, and whose authors load recordings on the internet (see Hecht, 2013; see also Reichertz and Englert, 2011, whose publication is accompanied by a DVD).…”

“…The videography was primarily meant to help create transcripts using verbatim quotes and scenic descriptions. In such an approach teaching is conceived ‘as a sequence of verbal interaction’ (Reh, 2012b: 154). At that time, the implications of the constructions that would result from the camera positioning could not be foreseen.…”

“…This gave another reason to maintain the focus on this particular group. It may well be that the act of videoing the lesson, as well as having the two scientists in the room led both the pupils and the teacher ‘to feel observed (Reh, 2012b: 165).…”