How video filming in teaching better helps us understand knowledge flows in today’s globalised classrooms.

Year: 2019

Author: zhang, chunyan

Type of paper: Abstract refereed

Elsewhere I (Zhang 2018) have argued that knowledge flow between teachers and students is often obscure and hard to detect in today’s increasingly globalised, multi-cultural LOTE[1] [#_ftn1] (Mandarin Chinese) classroom in Australia. Aiming to bring these attributes of knowledge flow into vision, I have begun a video-filming project at a local Melbourne primary school since February 2019. The teaching interactions between students and I were recorded under the semi-naturalistically. I would teach according to my lesson plans but flow with student’s spontaneous reactions in learning which addresses the politics of seeing. Three video episodes with Year 3 and 4 students are analysed through multi-model approaches. Turning video’s sound on and off, the observed teacher and students’ embodied experiences reveal rich implications and findings which are far beyond the original research intention to perceive different facets of knowledge flow in my classroom. This unexpected outcome resonates with White (2016)’s argument that ‘visually oriented engagement can act as a central source of understanding and insight that far exceeds traditional approaches’. In this presentation, I argue: 1) Video filming is an effective and powerful tool in detecting, capturing and amplifying those subtle, fleeting but significant teaching moments. 2) In revealing ‘truths’ of knowledge flow between teacher-student interaction in LOTE classroom, video methodology has great potential to enhance the quality of current multi-cultural/lingual education.

Keywords: video filming, video methodology, embodied experience, video analysis, knowledge flow, semi-naturalistic setting, multi-model approach

* The research project has been ethically approved.

[1] [#_ftnref1] Stands for Language Other Than English