Verbatim transcriptions analysis instead of direct observation: strengths and weaknesses

Abstract

For some years now, we use Lesson Studies (LS) to reduce the gap between theory and practice by pre-service teachers in a training module of the 4th semester, that aims to develop evaluation and regulation skills. During this semester, our students have the opportunity to teach one day a week, so we can work on their practice. The main issue is to observe a “research lesson”, since all students have their practicum on the same day in different locations. To adapt LS to this context, we use verbatim transcriptions of classroom discourse for the analysis sessions. On one side, the transcriptions help to deeply understand how pedagogical and discursive concepts are embedded in everyday practice. They also constitute “an important opportunity for becoming aware of unexpected student behavior” (Orland-Barak & Yinon, 2007, p. 966). On the other side, with such an indirect observation, the observers miss some important information about the interaction, like materiality (Taisson-Perdicakis, 2014). Moreover, it can contribute to shift the focus of the post-lesson discussions from pupils’ thinking processes to teachers’ intervention. This is why such a derivation from the initial LS process must be guided by efficient facilitation and a theoretical framework.