Dear Tony and everyone,

>Thank you for your contribution are there any references in English to the
use of video in Japan? 

I am sorry I don not know the references in English to use of video in Japan.
Prof.Mizukoshi, who is my teacher, began to use the video in research on
teaching, so-called "looking glass" video using. His aim was to explore the
teacher's thought process in teaching, which is thought to be similar to the
stimulus recall method. this usage is thought to facilitate teacher's
reflection from the viewpoint of teacher education.

Then Prof.Yoshizaki at Japan Women's University developed the stop motion
method to explore teacher's decision making in teaching. after explaining
the lesson plan, teachers watched the recorded teaching, and the researcher
stop the video and asked them what they make their decision in this
situation which is critical point of teaching. Then Prof.Yoshizaki developed
the programme to foster the ability of decision-making.

However, these research papers is not written in English.


>You are right to make the point that video is not the same as observing.
One problem we have encountered with some trainees is
>their belief that the camera conveys an objective view of reality, the view
that the camera cannot lie. On the other hand the
>presence of an observer can lead to the construction of a different dynamic
in the classroom to that which applies when a teacher
>is not being observed. In other words the presence of an observer can crate
a 'Hawthorne Effect.' 

I agree with your comment, and I have been thinking what video data represent.

>Lee's distinctions open up another advantage of the use of the webcam.
Conventionally, mentor debriefing sessions will take place
>very shortly after a lesson and these become almost exclusively dependent
on recall. For the trainee being observed is a stressful
>situation which can often hinder his/her recall.  When debriefing occurs
this often privileges the recall of  the observer because
>his/her greater experience create an assymetric power relationship between
mentor and trainee. The use of the webcam creates a
>more even playing field in which the trainees do not have to rely on recall
so much. 

I would like to know the quality of webcam, which means webcam can cover a
wider range of teaching than video camera.