Der bewegte Körper im Unterricht: zwischen medialer Inszenierung und Manifestation des Leiblichen

Abstract

This article analysis how teachers experience to be observed by videography during their teaching. Although video cameras are ubiquitously used in educational research and teacher education and although the possibilities and limitations of video research are reflected mainly in qualitative studies, there is still a dearth of analysis that query the experiences of the observed teachers themselves. This analysis is based on the example of a teacher training course with the aim of professional development, during which lessons were researched by videography. Based on the method of video elicitation, these videos served as stimulus for a reflection in qualitative interviews. The method not only reactivates decision making and thoughts during the teaching, but moreover elicits expectations and attitudes related to the videography itself. The analysis reveals that videography, teaching and teacher habitus produce a complex techno-social assemblage. (English) [ABSTRACT FROM AUTHOR]