The use of video in classroom research: window, lens, or mirror

Abstract

Four possible conceptions are offered to characterise the role of video in classroom research: (i) as a window through which to see the classroom; (ii) as a lens with which to focus on selected aspects of classroom activity; (iii) as a mirror catalysing teacher and student reflection on their practice; and (iv) as a distorting mirror, in which the researcher sees a representation of their own values and perspectives reconstituted as classroom data.