Video-Stimulated Recall Interviews as a methodological approach for qualita-tive classroom research on music education
Research in the field of teaching and learning generally faces the challenge to develop appropriate study designs for the complex interaction of a multitude of influencing factors. There is strong evidence that the use of videotaped lessons as a stimulus for reflection in interviews with teachers and students can offer deeper insights into individual thoughts guiding the action of students and teachers in the classroom. Video-Stimulated Recall Interviews have served as a very effective method for classroom research in this context. In the literature so far, methodological aspects have almost exclusively only been specifically and selectively discussed in relation to the respective research context. In classroom research on music education the method has found very little application until now. Beginning with the historical development and the previous application in different school subjects this article aims at providing and discussing systematically characteristics and potential of this method for classroom research in music education in public schools.
Copyright (c) 2018 bulletin of empirical music education research
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.