ABSTRACT
We have reached a point where the kinds of analysis we have presented, and the means we have evolved for using these analyses in the construction of alternative actions, have outstretched the observational material contained in the profiles. The examples we have found ourselves using have tended to rely more and more on transcripts derived from recordings, rather than from direct observation alone, and the discussion of microteaching techniques led us to consider the use of such recording media as videotaped close-circuit television. Our understanding of classroom events is such that we now require more detailed and complex data than can easily be obtained from straightforward description. Above all our need is for methods of recording which allow us to review events in ways that retain some of their complexity and unexpectedness.
