Using Documentary Video Analysis (DVA) to Qualitatively Reconstruct and Assess Teaching Quality

• In Event: Breaking Out of Silos: Using Classroom Videos for Cross-Disciplinary and Cross-Methodological Examinations of Teaching

Abstract

Objective and Perspectives
The objective of this paper is to examine the role Documentary Video Analysis (DVA; Martens & Asbrand, 2022) can have in research on teaching quality when assessing video data from authentic lessons. It applies DVA to two consecutive Norwegian lower secondary classrooms from the– one in mathematics and the other in Norwegian language arts (L1). By integrating these cases into an existing theoretical typology that emphasizes cognitive activation in classroom interactions (Author, Year), the study utilizes the qualitative reconstructive capabilities of DVA to examine the dynamics of subject-specific teaching and learning processes. DVA is characterized by its ability to capture the complexity of classroom interactions and allows for uncovering the multifaceted relationships between the development of knowledge, embodied practices and the deeply rooted habitus of both teachers and students (Martens & Asbrand, 2022).

Methods
This methodological approach emphasizes the reciprocal relationships between different aspects of teaching and contrasts with the more pre-defined and deductive methods that have been used in research on teaching quality, which have relied on standardized observation manuals. This more empirical sensitive and descriptive method aims to assess the quality of teaching following empirical analysis. Opportunity-use models (Vieluf & Klieme, 2023) form the basis for the question of whether and how teaching activities and stimuli are used in a subject-specific context. Analyzing classroom situations through the lens of DVA reveals contrasting aspects of cognitive activation.

Data
Two consecutive lessons in mathematics and Language Arts from Norwegian lower secondary classrooms form the bases of our analyses. Each classroom was videotaped with two-camera solutions and with supporting audios. One camera focused on the teacher and one camera captured the whole class. Informed consents were collected from all participating students and teachers.

Results
Our findings show that in mathematics classrooms, the teacher's central role is to create an environment that promotes cooperative learning, metacognition and problem solving through the presentation of challenging tasks. This practice fits seamlessly with the theoretical constructs of cognitive activation (Praetorius et al., 2018). In contrast, the LA classroom shows a divergence from the teacher's pedagogical standards and objectives, underscoring a discrepancy between the targeted instructional goals and actual knowledge development.

Significance
The significance of the study lies in the active discussion of the potential of DVA as a tool for assessing teaching quality and critical examination of its limitations in evaluating this. It emphasizes the strength of DVA in providing a descriptive rather than an evaluative analysis and questions the usefulness of the method for a comprehensive understanding of teaching quality through the comparative analysis of two subject-specific lessons.

Authors

• Patrick Schreyer, University of Kassel

• Marte Blikstad-Balas, University of Oslo