Incident-Analysis. *. Theoretical background, conceptual remarks on a key-category of REDCo-classroom-analysis - PD Dr. Thorsten Knauth -. Workshop „Research Methods and Empirical Fieldwork“, Granada, 25.5.2006. Relevance of classroom-analysis.
Theoretical background, conceptual remarks on a key-category of
- PD Dr. Thorsten Knauth -
„Research Methods and Empirical Fieldwork“,
„We will focus on incidents
exemplifying both successful
dialogue and conflict in lessons“
Active and meaning-making role of the subject
Relevance of the context
Interpretive approach (Jackson 1997, 2004)
Interpretation:Religious practise as meaning-making process
Representation: how is religion embedded in actions, life-world practise etc.?
3. „cases“ (eg.Kallmeyer/ Schütze 1976): examples for special interactive patterns beneath the surface of interaction
4. „Critical Incidents“ (D. Tripp 1993): critical events in the lesson with a challenge for professional judgement on teaching.
5. Incident as key-category for classroom-research (Gogolin/Kroon 2000): incidents are phenomenons on the surface of interaction, which can tell something about the deeper structure of an interactive situation – like an iceberg looming with it´s peak out of the water.
„In the concept of incident-analysis an incident, for example in a teaching- lesson, represents a hidden aspect of the overall structure of the interactive happening. It serves as a key for comprehending the overall context , which is deeply rooted in the pedagogic tradition and the cultural concepts of the concerned country.“ (Herrlitz 1994, S.13)
According to C. Geertz  an ethnographic description of culture is:
Incident-analysis is in touch with the ground
of facts and phenomenons.
Incident-Analysis is „thick description“(C.Geertz)