The Temptation of Documentation: Potential and Challenges of Videographic Documentation and Interpretation. A Case-Study from a Civic Education Research Project in Germany

Autor/in	Winckler, Marie
Titel	The Temptation of Documentation: Potential and Challenges of Videographic Documentation and Interpretation. A Case-Study from a Civic Education Research Project in Germany
Quelle	In: Journal of Social Science Education, 13 (2014) 1, S.108-117 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Documentation; Video Technology; Case Studies; Civics; Citizenship Education; Research Methodology; Political Socialization; Gender Differences; Educational Practices; Teacher Education; Lesson Plans; Qualitative Research; Observation; Germany + Suchen Sie Ihr Suchwort? Ausland; Dokumentation; Case study; Fallstudie; Case Study; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Research method; Forschungsmethode; Politische Sozialisation; Geschlechterkonflikt; Bildungspraxis; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung; Qualitative Forschung; Beobachtung; Deutschland
Abstract	Insights into the civic education classroom can be gained through "videographic documentation". Videographic material offers, as I argue in this article, great possibilities: Through a "reconstructive approach" insights into dimensions of civic education such as spatial organisation, symbolic representation and non-verbal communication may emerge. In this way, a deeper understanding of "informal political learning in school" can be obtained. These aspects have not yet been considered in depth with videographic documentation primarily employed to date in "teacher training" contexts and lesson evaluation. The case study I present here was inspired by the "documentary method" and both the potential and limitations of videographic interpretation are discussed in this context. The study also suggests that what is not offered by videographic documentation includes insights into the "individual and collective integration" of experiences in civic education lessons. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://jsse.ub.uni-bielefeld.de/index.php/jsse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01