ABSTRACT
This chapter demonstrates how productive uncertainty is something that can people see in play in real classrooms with real teachers and that a modified infant observation approach can be used as a way of investigating this. The author thinks the possibility for countertransference responses to be used as an investigative tool to tell us about the emotionality of the actors seen across the cases. The cases are presented roughly in the pattern: Their background, teaching history and role in the school; an overview of the children with whom they are working in the context of the smartphone app; the teacher's experience of working with the children. The empirical data demonstrated with the ways in which the innovations introduced into the use of a modified infant observation technique can serve to bolster the validity of the conclusions drawn, and act as a bulwark against the possible dangers of wild analysis in the use of countertransference.
