Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil and researcher perspectives

Journal article


Riordan, J., Hardman, Mark and Cumbers, David 2021. Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil and researcher perspectives. Research in Science & Technological Education. 41 (3), pp. 906-927. https://doi.org/10.1080/02635143.2021.1972960
AuthorsRiordan, J., Hardman, Mark and Cumbers, David
Abstract

Background: dialogue between the teaching profession and researchers regarding pedagogical strategy is sometimes problematic. Pedagogy research may benefit from incorporating research methods that can investigate teachers’ and pupils’ interpretations.

Purpose: this research expands the Pedagogy Analysis Framework (Riordan, 2020) by explaining in detail the meso-strategies (tactics) and a macro-strategy (grand strategy) used by participants in three school science lessons about chromatography. The research design builds on previous work by using full lessons and introducing pupil group verbal protocols. In addition, Pedagogy Analysis Notation is introduced to help understand and explain macro-strategic behaviours.

Sample: one class of thirty 13-year-old pupils and one science teacher.

Design and method: four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols and researcher group interviews). Data were video recorded (managed using NVivo). Fourteen hours of video data were analysed using Grounded Theory Methods by two educational researchers and the class teacher. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology (hence the methodology is Straussian Grounded Theory). Appropriate criteria for evaluating the emergent grounded theory were used. Data were recorded in 2017.

Results: the Pedagogy Analysis Framework uses the concepts: means (human and non-human), strategy (a spectrum from micro-strategies (actions), through meso-strategies (tactics) to macro-strategies (grand strategies)), ends (regarding the self, another person or a thing, or a group of people or things), and accidents. Types of tactics identified in these data were: inform (misinform and disinform), question, instruct, use space/time, repeat, train, assess, and interact. Pedagogy Analysis Notation is used to understand and explain ‘the stationary [sic] cupboard’ incident.

Conclusion: the extended Pedagogy Analysis Framework, combined with the Pedagogy Analysis Notation, improves strategic dialogue between teachers, pupils and educational researchers. This research design facilitates comparison of interpretations of classroom pedagogy by a teacher, pupils and two researchers.

KeywordsEducation
Year2021
JournalResearch in Science & Technological Education
Journal citation41 (3), pp. 906-927
PublisherInforma UK Limited
ISSN0263-5143
1470-1138
Digital Object Identifier (DOI)https://doi.org/10.1080/02635143.2021.1972960
Official URLhttps://www.tandfonline.com/doi/full/10.1080/02635143.2021.1972960
FunderSociety for Educational Studies
Publication dates
Online29 Aug 2021
Print03 Jul 2023
Publication process dates
Deposited22 Sep 2021
Publisher's version
Output statusPublished
References

Alexander, R. 2004. "Still no Pedagogy? Principle, Pragmatism and Compliance in Primary Education." Cambridge Journal of Education 34 (1): 7-33.
Alexander, Robin. 2008. Essays on Pedagogy. Abingdon: Routledge.
Archibald, Mandy M. 2016. Investigator Triangulation: A Collaborative Strategy with Potential for Mixed Methods Research. Vol. 10 SAGE Publications Sage CA: Los Angeles, CA.
Berlyne, D. E., W. Edgar Vinacke, and Robert J. Sternberg. 2008. "Thought." Encyclopaedia Britannica.
Bindis, M. P. (2013). Students' misconceptions about intermolecular forces as investigated through paper chromatography experiments and the Molecular Attractions Concept Inventory (Doctoral dissertation, Miami University).
Birks, M. and J. Mills. 2011. Grounded Theory: A Practical Guide. London: Sage Publications.
Black, Paul and Dylan Wiliam. 2018. "Classroom Assessment and Pedagogy." Assessment in Education: Principles, Policy & Practice 25 (6): 551-575.
Blaikie, Norman and Jan Priest. 2019. Designing Social Research: The Logic of Anticipation. 3rd ed. Cambridge: John Wiley & Sons.
Bloor, M. and F. Wood. 2006. Keywords in Qualitative Methods: A Vocabulary of Research Concepts. London: Sage.
Brannen, Julia. 2005. "Mixing Methods: The Entry of Qualitative and Quantitative Approaches into the Research Process." International Journal of Social Research Methodology 8 (3): 173-184.
British Educational Research Association. 2018. "Ethical Guidelines for Educational Research (4th Edn) (London, BERA).”.
Bryant, Antony and Kathy Charmaz. 2019. The SAGE Handbook of Current Developments in Grounded Theory SAGE Publications Limited.
Carter, Nancy, Denise Bryant-Lukosius, Alba DiCenso, Jennifer Blythe, and Alan J. Neville. 2014. "The use of Triangulation in Qualitative Research.".
Chin, Christine. 2007. "Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking." Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 44 (6): 815-843.
Clarke, A. E. 2003. "Situational Analyses: Grounded Theory Mapping After the Postmodern Turn." Symbolic Interaction 26 (4): 553-576. doi:10.1525/si.2003.26.4.553.
Corbin, J. and A. Strauss. 2008. Basics of Qualitative Research. 3rd ed. Los Angeles, CA: Sage Publications.
Davidson, Janet E., Robert J. Sternberg, and Robert Jeffrey Sternberg. 2003. The Psychology of Problem Solving Cambridge university press.
Denzin, Norman. 1970. "Strategies of Multiple Triangulation." The Research Act in Sociology: A Theoretical Introduction to Sociological Method 297 (1970): 313.
Duit, R., D. Treagust, and A. Widodo. 2013. "Teaching Science for Conceptual Change: Theory and Practice." In International Handbook of Research on Conceptual Change, edited by S. Vosniadou. 2nd ed., 487-503. New York: Routledge.
Evans, A. D. and K. Lee. 2011. "Verbal Deception from Late Childhood to Middle Adolescence and its Relation to Executive Functioning Skills." Developmental Psychology 47 (4): 1108–1116.
Flick, Uwe. 2018. An Introduction to Qualitative Research Sage Publications Limited.
Freedman, L. 2013. Strategy: A History. Oxford: Oxford University Press.
Geertz, C. 1973. The Interpretation of Cultures. New York: Basic Books.
Glaser, B. and A. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine Publishing Company.
Hallam, Susan and Judith Ireson. 1999. "Pedagogy in the Secondary School." In Understanding Pedagogy and its Impact on Learning, edited by Peter Mortimore, 68-97. London: Paul Chapman.
Hardman, M., Riordan, J. and Hetherington, L. (in press) A material-dialogic perspective on powerful knowledge and matter within a science classroom. in: Hudson, B., Stolare, M., Gericke, N. and Olin-Scheller, C. (ed.) Powerful knowledge and epistemic quality across school subjects, London: Bloomsbury Academic.
Hinchliffe, Geoffrey. 2000. "Education or Pedagogy?" Journal of Philosophy of Education 35 (1): 31-45.
Illeris, K. 2007. How We Learn: Learning and Non-Learning in School and Beyond. London: Routledge.
Krippendorff, K. 1993. “Major Metaphors of Communication and some Constructivist Reflections on their Use.” Cybernetics & Human Knowing, 2 (1): 3-25.
Latour, Bruno. 2005. Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford: Oxford university press.
Lewins, A. and C. Silver. 2007. Using Software in Qualitative Research: A Step-by-Step Guide. London: Sage Publications.
Lin, Jing-Wen, Miao-Hsuan Yen, Jia-Chi Liang, Mei-Hung Chiu, and Chorng-Jee Guo. 2016. "Examining the Factors that Influence Students’ Science Learning Processes and their Learning Outcomes: 30 Years of Conceptual Change Research." Eurasia Journal of Mathematics, Science & Technology Education 12 (9): 2617-2646.
Lincoln, Y. and E. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.
Manning, Jimmie. 2017. "In Vivo Coding." The International Encyclopedia of Communication Research Methods: 1-2.
Pressley, M. 2000. "Development of Grounded Theories of Complex Cognitive Processing: Exhaustive within- and between Study Analyses of Thinking-Aloud Data." In Issues in the Measurement of Metacognition, edited by G. Schraw and J. Impara, 262-296. Lincoln, NE: Buros Institute of Mental Measurements.
Pretz, Jean E., Adam J. Naples, and Robert J. Sternberg. 2003. "Recognizing, Defining, and Representing Problems." In The Psychology of Problem Solving, edited by J. Davidson and R. Sternberg, 3-30. Cambridge: Cambridge University Press.
Reed, Stephen K. 2016. "The Structure of Ill-Structured (and Well-Structured) Problems Revisited." Educational Psychology Review 28 (4): 691-716.
Riordan, J. P. 2020. "A Method and Framework for Video-Based Pedagogy Analysis." Research in Science & Technological Education. doi:10.1080/02635143.2020.1776243
Saltman, K. J. and Gabbard, D. A. 2010. Education as Enforcement: The Militarization and Corporatization of Schools. 2nd edn. New York: Routledge.
Sherin, Miriam Gamoran and Elizabeth A. van Es. 2005. "Using Video to Support Teachers' Ability to Notice Classroom Interactions." Journal of Technology and Teacher Education 13 (3): 475.
Simon, Brian. 1981. "Why no Pedagogy in England?" In Teaching and Learning in the Secondary School, edited by Brian Simon, J. Leach and B. Moon, 11-22. London & New York: Routledge/Falmer in association with the Open University.
Simon, Herbert A. 1973. "The Structure of Ill Structured Problems." Artificial Intelligence 4 (3-4): 181-201.
Taylor, L. and J. P. Dionne. 2000. "Accessing Problem-Solving Strategy Knowledge: The Complementary use of Concurrent Verbal Protocols and Retrospective Debriefing." Journal of Educational Psychology 92 (3): 413-425. doi:10.1037//0022-0663.92.3.413.
Thurmond, Veronica A. 2001. The Point of Triangulation. Vol. 33 Wiley Online Library.
Van Dijk, Teun A. 1998. Ideology: A Multidisciplinary Approach Sage.
Watkins, Chris and Peter Mortimore. 1999. "Pedagogy: What do we Know." Understanding Pedagogy and its Impact on Learning: 1-19.
Wellington, Jerry. 2012. "Searching for ‘doctorateness’." Studies in Higher Education 38 (10): 1490-1503.
Whaley, B. 1982. "Toward a General Theory of Deception." In Military Deception and Strategic Surprise, edited by J. Gooch and A. Perlmutter, 178-192. London: Frank Cass.
Wilson, A., M. Smith, and H. Ross. 2003. "The Nature and Effects of Young Children's Lies." Social Development 12 (1): 21-45. doi:10.1111/1467-9507.00220.

Additional information

Publications router: Date 2021-08-29 of type 'publication_date' with format 'electronic' included in notification
Publications router: Date 2021-08-29 of type 'epub' included in notification
Publications router: Date 2023-07-03 of type 'ppub' included in notification
Publications router: Date 2021-08-29 of type 'issued' included in notification
Publications router: Date 2021-08-29 of type 'published' included in notification

Publications router: License for VOR version of this article starting on 2021-08-29: http://creativecommons.org/licenses/by-nc-nd/4.0/ included in notification

Licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
Permalink -

https://repository.canterbury.ac.uk/item/8yqx7/pedagogy-analysis-framework-a-video-based-tool-for-combining-teacher-pupil-and-researcher-perspectives

  • 141
    total views
  • 60
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Teachers’ use of questions and the science – religion encounter: Basil Bernstein and the impossibility of the unthinkable
Revell, L., Bowie, R. A., Woolley, M. and Riordan, J. 2024. Teachers’ use of questions and the science – religion encounter: Basil Bernstein and the impossibility of the unthinkable . Journal of Religious Education.
Making sense of big questions that require multiple subjects: preliminary theorisation of an integrative philosophy of knowledge and empirical indications of a lack of subject connection within school curricula
Bowie, R. A., Aantjes, R., Woolley, M., Hulbert, S., Revell, L., Thomas, C. and Riordan, J. 2024. Making sense of big questions that require multiple subjects: preliminary theorisation of an integrative philosophy of knowledge and empirical indications of a lack of subject connection within school curricula. Journal of Religious Education. https://doi.org/10.1007/s40839-024-00237-0
Understanding sustainability pedagogy in practice
Riordan, J. P. 2024. Understanding sustainability pedagogy in practice. in: Bainbridge, A. and Kemp, N. (ed.) Good Education in a Fragile World: The Value of a Collaborative and Contextualised Approach to Sustainability in Higher Education Abingdon Routledge. pp. 125-136
Multimodal classroom interaction analysis using video-based methods of the pedagogical tactic of (un)grouping
Riordan, J., Revell, L., Bowie, B., Hulbert, S., Woolley, M. and Thomas, C. 2024. Multimodal classroom interaction analysis using video-based methods of the pedagogical tactic of (un)grouping. Pedagogies: An International Journal. https://doi.org/10.1080/1554480x.2024.2313978
Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy
Riordan, J., Revell, L., Bowie, B., Thomas, C., Woolley, M. and Hulbert, S. 2023. Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy. Video Journal of Education and Pedagogy. 8 (1), pp. 1-28. https://doi.org/10.1163/23644583-bja10040
Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent
Bowie, R., Aantjes, R., Woolley, M., Hulbert, S., Thomas, C., Revell, L. and Riordan, J. 2023. Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent. Journal of Religious Education. https://doi.org/10.1007/s40839-023-00209-w
Teachers' perspectives on the relationship between secondary school departments of science and religious education: independence or mutual enrichment?
Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. and Revell, L. 2023. Teachers' perspectives on the relationship between secondary school departments of science and religious education: independence or mutual enrichment? Curriculum Journal. https://doi.org/10.1002/curj.233
Science religion encounters toolkit 12: science and religion in the classroom
Riordan, J. and Bowie, B. 2023. Science religion encounters toolkit 12: science and religion in the classroom. National Institute for Christian Education Research (NICER).
Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England
Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. and Revell, L. 2022. Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England. The Curriculum Journal. 34 (3), pp. 487-504. https://doi.org/10.1002/curj.191
Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy
Riordan, J., Revell, L., Bowie, B., Woolley, M., Hulbert, S. and Thomas, Caroline 2021. Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy. Research in Science & Technological Education. 41 (4), pp. 1309-1329. https://doi.org/10.1080/02635143.2021.2001450
Technology
Riordan, J. and Roberts, M. 2021. Technology. in: Soan, S. (ed.) Why do Teachers Need to Know About Diverse Learning Needs? Strengthening Professional Identity and Well-Being London Bloomsbury Academic.
A method and framework for video based pedagogy analysis.
Riordan, J. 2020. A method and framework for video based pedagogy analysis. Research in Science & Technological Education. 40 (1), pp. 53-75. https://doi.org/10.1080/02635143.2020.1776243
A material-dialogic perspective on powerful knowledge and matter within a science classroom
Hardman, M., Riordan, J. and Hetherington, L. 2020. A material-dialogic perspective on powerful knowledge and matter within a science classroom. in: Hudson, B., Stolare, M., Gericke, N. and Olin-Scheller, C. (ed.) Powerful knowledge and epistemic quality across school subjects London Bloomsbury Academic.
NICER science and religion encounters - year 3 lesson (creation stories)
Riordan, J. 2019. NICER science and religion encounters - year 3 lesson (creation stories). Canterbury Christ Church University
Do teachers deceive?
Riordan, J. 2015. Do teachers deceive? in: Sangster, M. (ed.) Challenging Perceptions in Primary Education: Exploring Issues in Practice London Bloomsbury Academic. pp. 34-37
How might educational research into children’s ideas about light be of use to teachers?
Riordan, J. 2014. How might educational research into children’s ideas about light be of use to teachers? Physics Education. 49 (6), pp. 644-653. https://doi.org/10.1088/0031-9120/49/6/644
Techniques, tactics and strategies for conceptual change in school science
Riordan, J. 2014. Techniques, tactics and strategies for conceptual change in school science. PhD Thesis Canterbury Christ Church University School of Teacher Education and Development