This article investigates data reuse or the secondary analysis of qualitative data, specifically video records of practice in education, which are used to study the complex cognitive, social, and logistical issues involved in teaching and learning processes. It examines reuse through the lens of the invisibilities experienced by educational researchers who perform secondary analysis on video records of practice. Drawing on 22 in-depth interviews with educational researchers, we examine how they conceptualize secondary analysis of qualitative video data and cope with invisibilities in the data. For example, knowing the original research question was not sufficient: reusers needed to understand more about the intentionality of the data producer. They also sought more information on the reflexivity of the original researcher and how this influenced data production. Additionally, reusers discussed the creation of evidence from the video during secondary analysis as teaching and learning themselves entail invisible processes.

本文研究了数据重用或定性数据的辅助分析，特别是教育实践的视频记录，这些数据用于研究教学过程中涉及的复杂的认知，社会和后勤问题。它通过对研究人员对实践视频记录进行二次分析的教育研究人员所经历的隐形性来检验重用性。通过对教育研究人员进行的22次深入访谈，我们研究了他们如何概念化定性视频数据的二次分析以及如何应对数据中的不可见性。例如，仅了解原始研究问题还不够：重用者需要更多地了解数据产生者的意图。他们还寻求有关原始研究人员的反身性以及这如何影响数据产生的更多信息。此外，重用者讨论了在二次分析过程中从视频中创建证据的过程，因为教与学本身需要进行不可见的过程。