More than Data: A Multivocal Inquiry into Video-Based Research on Learning and Teaching

Abstract

Purpose This commentary aims to echo Wilkinson, Bailey, and Maher's (this volume) arguments about the affordances of videos and video databases in studying learning and teaching. Design/Approach/Methods This article illustrates a multivocal approach to the videos from the Video Mosaic Collaborative (VMC). In particular, three mathematics teachers in Shanghai were invited to watch and discuss a set of VMC videos. Two recurring themes concerning mathematics learning and teaching were identified in this video-cued interview and discussed in relation to the VMC Analytics. Findings The VMC videos played a mediating and facilitating role in the interview, helping the teachers notice and reflect on the mundane, implicit culture practices. Based upon this analysis, I argue that to tap into the potential of video in educational research, we need to see videos as more than data and look for more possibilities of using them. Originality/Value To open and further research dialogues, this article discusses future directions of using videos in educational research and serves as an invitation to creative explorations, in-depth conversations, ethical reflections, and cross-cultural collaborations on the use of videos in education.