Using videotaped extracts of lessons during interviews to facilitate the eliciting of teachers' thinking. An example with music schoolteachers' perceptions of creativity

Abstract

This paper explores methodological issues regarding the eliciting of teachers' views regarding creativity, with particular reference to the use of videotaped extracts of lessons during in-depth semi-structured interviews. The paper draws on a doctoral study focussed on English music schoolteachers' perceptions of creativity. Various research designs and results from previous studies were examined and the implications highlighted (Odena, 2001a). A qualitative research design was piloted with three teachers and subsequently refined (Odena, 2001b). It was then used to allow six final participants to reflect on their own ideas. Between three to five hours of music lessons on composition and improvisation were observed and videotaped for each teacher. Final interviews with participants were transcribed and the process of analysis was assisted by a software package for qualitative research (i.e. NVivo). The study exemplified the complexities in defining the term ‘creativity’. It is suggested that the use of videotaped extracts of lessons for the purpose of discussion with participants during the interviews, proved beneficial in exploring the teachers' perceptions. This method may have relevance for both researchers and practitioners interested in teachers' attitudes.

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