IG analysis based on SI and EduS

In terms of being a tool to help tutors think differently about every day events in our classrooms, the reaction of Tutor A to the IG analysis would show that this has been achieved, in her instance, given the reversal of her views.

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For my part, the attention needed to the fine detail of events as they unfold, the iterative viewings, and the close recording and analysis of that fine detail in the IG analysis sheets is incredibly revealing of practical nuances but undoubtedly time-consuming. In analysing the data within the IG sheets, it was important to try and be as objective as possible and not speculate beyond the evidence. However, as this is like other qualitative descriptive approaches an interpretative method, one cannot escape subjectivity. This is where an IG helps as it focuses analytical attention on: observation and stating what is seen, then basic and extended descriptions of socio-cultural meanings, and finally a consideration of what conceptual and theoretical insights can be gained from it. It can be argued that the embodied Representamen

observation is perhaps most objective part of the analysis that then grounds interpretation of activities. These steps can help other researchers and tutors clearly see where interpretations start to diverge, which can bring useful dialogues. As someone who knows this discipline (reflecting the Disciplinary context within SoTL from Booth and Woollacott, 2017), I was able to make comments about some of the technical aspects of the interactions when coming to a view about the event. I found it difficult to be critical of a colleague and to separate the tutor’s approach to the teaching-learning interaction from

the words being used technically. However, this is part of the holistic

approach; how the students reacted when confusion was created based on the evidence from the videos does require highlighting for the reflective nature of the analysis. Further, from a Disciplinary context, my views of the tutors’

approaches accorded with that expressed by Coetzee and Schmulian (2012) and Siefried (2012) who both noted the inherent draw to a more teaching-

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centred approach for the professional and practice-oriented Accounting discipline and its signature pedagogies nature, which I have expanded from Shulman (2005) to encompass the many other influences on Accounting from its professional bodies for accreditation purposes. For example, Tutor B’s

focus on frequently highlighting where marks can be obtained in exam-style questions that dominate assessment in professionally accredited modules such as Module B.

In considering the holistic nature of the analysis for tutors’ reflections, I

decided to add in the views obtained from students and Tutor A for Module A. I think this is an appropriate addition, where the data is available beyond that from the videos alone (following Kristensen’s (2018) concept of “layers”);

examples in Chapter 4.

It is a useful means for reflecting on all the information in one place and in specific contexts and I believe that this is a significant contribution provided by an IG analytical approach, and particularly if the perspectives of participants are obtained to add further context to the rich data collected.

In applying the IG analysis approach, I did consider whether it could be

enhanced by including “stills” from the videos and by the completion of a diary of the classroom activity by me as observer. I decided against the “stills” as it

negates the dynamic nature of events I wanted to capture and could even be misleading as an action unfolds from a starting point but ends at a different point of interpretation. The diary was not possible for two reasons: the pilot showed my presence was disruptive, and I was on sick leave during the scheduled video recordings in any event. I am not confident that the lack of a diary is an important omission; I have valued more the ability to view the

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videos iteratively and the act of writing while watching dynamic events could have led to significant omissions.

Further, I think another practical alteration would be to consider merging the Student-facing camera with Tutor-facing camera sheets (where more than one camera is used) to provide an almost 360-degree view – and avoid a

significant amount of repetition from the transcription of the dialogue alone. I found that I was referring to tutor-facing within student-facing sections; for example, not clearly hearing dialogue from one view; or an action was not well displayed, and its interpretation was difficult until the other view was seen. In considering this as a tool that could be used more extensively for reflection and development of practices, Tutor A commented: ‘As a one-off it is

interesting to know but not as a regular thing, I don’t think I’d feel comfortable with that’. The tutor conclusion of a negative view of her teaching seems to

have demotivated her from further reflection rather than empowering her. Clearly, a different approach to how tutors are “sold” an IG technique, with

significant support for the time-consuming nature of this analysis is going to be needed. Some options include taking photographs and short videos when observing each other’s lessons, and then using the analysis as a reflection

tool to inform practice. Applications can be developed in teaching to ask students to engage in interpretation, albeit Accounting is a very specific discipline, so this would be applicable in a small number of cases, but other disciplines in social sciences, arts and humanist could certainly consider the approach for student learning. Going back to the point about re-constructing practices within a Community of Inquiry, I do consider this is a more positive

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and supportive approach than a solo effort and more likely to result in sustainable practices.