From interaction analysis to pedagogy: boundary crossing through intertwined approaches to video-based sensemaking

How can the findings, patterns, and stories unearthed in qualitative research inform the design of teaching and learning? Educational researchers often appeal to theory-driven designs of learning activities and curriculum, but in practice, the work it takes to pull this off often goes under-described in our scholarship. Here, we highlight this process of boundary crossing from qualitative findings to pedagogy, focusing on the student experience of debugging broken code. We describe a research-practice partnership where we shared an interaction-analysis-derived finding and video recordings of naturalistic classroom interactions with teachers. We provide an asset-based account of commitments from three video-based research traditions: interaction analysis, video-cued ethnography, and teacher video clubs. We then stitch the tenets of these distinct traditions into an analytical framework and use it to document teachers’ reflections on the video recordings of students and teachers talking about broken code. Drawing inspiration from work resisting false binaries in educational research, we conclude with a discussion of the value of interleaving distinct approaches to working with video in research-practice partnerships as one way to merge discourse analysis findings with ethical, practical, and epistemological contributions that educators bring to the process of envisioning pedagogy.