When researchers analyze a classroom video, they identify noteworthy events regarding their research question. They use these events to produce a set of intermediate data they will base on their following analyzes. These intermediate data are linked to the researchers' theoretical frameworks as well as to their personal interpretations and their implicit or explicit choices. The paper intends to discuss in the five previous papers the sharing between these two poles (theoretical frameworks and researcher's interpretation) in the construction of these intermediate data. It concludes on the need of reflective thinking on the methodological process in order to better formalize it.
