Video-Cued Narrative Reflection

A Research Approach for Articulating Tacit, Relational, and Embodied Understandings

Datos Bibliográficos

ID5454735
AutoresBonnie Raingruber (0000-0003-2341-759X, Center for Health and Human Services Research, State University, Sacramento, University of California, Davis Medical Center, Sacramento, autor de correspondencia)
Año2003
Volumen13
Número8
Páginas1155-1169
Fecha de publicación2003-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaQualitative Health Research (JOURNAL)
Identificadores de la revistaISSN: 1049-7323 • E-ISSN: 1552-7557
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/1049732303253664
PMID14556425
OpenAlexW2123886193
IdiomaEN
Citas recibidas10
Referencias citadas15

The author's purpose in this article is to describe the effectiveness of video-cued narrative reflection as a research approach for accessing relational, practice-based, and lived understandings. Video-cued narrative reflection provides moment-by-moment access to tacit experience. The immediate nature of the videotape captures emotional nuances, embodied perceptions, spatial influences, relational understandings, situational factors, and temporal manifestations. By watching videotaped interactions, participants are able to re-collect, reexperience, and interpret their life world. Video-cued narrative reflection allows participants to be simultaneously engaged and reflective while describing significant understandings. By inserting audiotaped reflective commentary of participants into the original videotape transcript, contextual meanings can be located and articulated more easily. Although not appropriate for all types of research, this approach offers promise for certain studies

Cognitive psychology · Critical reflection · Cued speech · Embodied cognition · Epistemology · Gesture · Linguistics · Narrative · Narrative inquiry · Pedagogy · Perception · Situational ethics · Storytelling · Tacit knowledge · Computer Science · Counseling, Therapy, and Family Dynamics · Digital Storytelling and Education · Psychology · Reflective Practices in Education · Social Psychology