Title in the original language
Dokumentarische Unterrichtsforschung
Año
2018
Link to paper
An abstract in the original language
Das Lehrbuch zur „Dokumentarischen Unterrichtsforschung“ stellt einen unterrichtstheoretisch fundierten qualitativ-rekonstruktiven Forschungsansatz für die videobasierte Erforschung von Unterricht zur Verfügung. Der Ansatz ist eine Weiterentwicklung der Dokumentarischen Methode für die Analyse von Videografien, die zu Forschungszwecken erhoben wurden. Es wird geklärt, was Unterricht als Forschungsgegenstand ausmacht und welche methodologischen und methodischen Folgerungen sich daraus für die praktische Forschungstätigkeit ergeben. Anhand zahlreicher empirischer Beispiele wird das methodische Vorgehen im Detail erläutert und methodologisch und unterrichtstheoretisch reflektiert.
Annotation in English
Asbrand, Barbara; Martens, Matthias (2018): Dokumentarische Unterrichtsforschung. Wiesbaden: Springer VS.
The professors Barbara Asbrand and Matthias Martens provide a newly developed qualitative/reconstructive research method that is theoretically grounded, based on classroom research and helps analysing video-recorded classroom interactions. Their work is based on Ralf Bohnsack's Documentary Method. In various chapters they first discuss the specifics of classroom interactions with regard to qualitative analysis. Secondly they describe the steps to be taken when applying the method. Thirdly they provide examples of the different steps, such as the analysis of the immanent content, fotogram analysis and how to reconstruct the shared experience spaces shared by, for example, teachers and students.
Very valuable method with regard to reconstructive video-analysis of classroom interactions.
The professors Barbara Asbrand and Matthias Martens provide a newly developed qualitative/reconstructive research method that is theoretically grounded, based on classroom research and helps analysing video-recorded classroom interactions. Their work is based on Ralf Bohnsack's Documentary Method. In various chapters they first discuss the specifics of classroom interactions with regard to qualitative analysis. Secondly they describe the steps to be taken when applying the method. Thirdly they provide examples of the different steps, such as the analysis of the immanent content, fotogram analysis and how to reconstruct the shared experience spaces shared by, for example, teachers and students.
Very valuable method with regard to reconstructive video-analysis of classroom interactions.
Tipo
Other
Original language
Alemán