Two conversations at once: making sense of classroom observations

Henderson, Robyn (2015) Two conversations at once: making sense of classroom observations. English in Australia, 50 (3). pp. 45-49. ISSN 0155-2147

Abstract

Classroom observations are sometimes a challenging form of data collection. Not only are interpretations of those observations subject to the researcher’s theoretical lens, but communication between the researcher and the teacher is often delayed until well after the observed events. This article reports research that focused on the pedagogical decision-making of a teacher in an English classroom, with the aim of understanding how the teacher catered for ‘new’ students. Initially, video-stimulated recall was identified as a possible way of assisting a review of classroom practices and considering reflections ‘on action’. However, the teacher instigated an ‘in action’ method of data collection by conducting two conversations at once in her classroom. One conversation was her teaching, comprising interactions with the students in her class; the other conversation was a ‘voice-over’, to alert the researcher to what she was doing and why. This teacher-developed strategy helped to make visible the teacher’s thinking and justifications for particular classroom practices.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 04 Jul 2016 03:32
Last Modified: 14 Jul 2016 02:38
Uncontrolled Keywords: classroom observation; qualitative research; literacy; video-stimulated recall
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160807 Sociological Methodology and Research Methods
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/29353

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