Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy

Journal article

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

Publication dates
Authors	Riordan, J., Revell, L., Bowie, B., Woolley, M., Hulbert, S. and Thomas, Caroline
Abstract	Background: during school lessons participants can face challenging pedagogical problems such as when science and religion topics interact. Potential types of pedagogical problem and what participants can do in response are unclear. Research designs exploring pedagogical problem solving should investigate teachers’ thinking processes and include pupil interpretations. Purpose: this theoretical paper builds on the Pedagogy Analysis Framework by integrating it with pedagogical problem-solving theory, illustrating the resultant extended Pedagogy Analysis Framework and Pedagogical Problem Typology using data from a video-based study of one science and one Religious Education (RE) lesson. The research design also builds on previous work by exploring primary school and RE pedagogy. Sample: one class of thirty 7-year-old pupils, and another class of 10-year-olds, each with their class teacher and teaching assistants. Design and method: four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols and individual teacher interviews). Data were video recorded (managed using NVivo). Six hours of video data were analysed using grounded theory methods by two educational researchers, the class teacher and two groups of pupils (three girls and three boys). 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 2019. Results: This paper presents an extended Pedagogy Analysis Framework and a Pedagogical Problem Typology both illustrated with examples. Conclusion: the extended Pedagogy Analysis Framework and Pedagogical Problem Typology can help during pedagogy analysis to identify, understand and explain common and less common types of pedagogical problem. Novice-expert strategic dialogue can struggle for want of a shared vocabulary. This research design works with younger and older children.
Keywords	Education
Year	2021
Journal	Research in Science & Technological Education
Journal citation	41 (4), pp. 1309-1329
Publisher	Informa UK Limited
ISSN	0263-5143
	1470-1138
Digital Object Identifier (DOI)	https://doi.org/10.1080/02635143.2021.2001450
Official URL	https://www.tandfonline.com/doi/full/10.1080/02635143.2021.2001450
Funder	Templeton World Charity Foundation
Online	16 Nov 2021
Print	02 Oct 2023
Publication process dates
Accepted	28 Oct 2021
Deposited	17 Nov 2021
Output status	Published
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How Christian universities respond to extremism

Bowie, R. A. and Revell, L. 2019. How Christian universities respond to extremism. in: There is a Crack in Everything—Education and Religion in a Secular Age Basal, Switzerland MDPI. pp. 88-101

Experiencing the history National Curriculum 1991-2011: voices of veteran teachers

Woolley, M. 2018. Experiencing the history National Curriculum 1991-2011: voices of veteran teachers. History of Education. 48 (2). https://doi.org/10.1080/0046760X.2018.1544668

How Christian universities respond to extremism

Bowie, R. A. and Revell, L. 2018. How Christian universities respond to extremism. Education Sciences. 8 (3), pp. 140-145. https://doi.org/doi.org/10.3390/educsci8030140

We reap what we sew: perpetuating biblical illiteracy in new English religious studies exams and the proof text binary question

Bowie, R. A. and Coles, R. 2018. We reap what we sew: perpetuating biblical illiteracy in new English religious studies exams and the proof text binary question. British Journal of Religious Education. 40 (3), pp. 277-287. https://doi.org/10.1080/01416200.2018.1493270

What really matters about teacher education at Cathedrals Group Universities: volume 2 the case studies

Bowie, R. A., Casson, A., Hulbert, S., Benton, M., Holt, J., James, M., Jarvis, P., McGuire, L., Podesta, E. and Stone, G. 2018. What really matters about teacher education at Cathedrals Group Universities: volume 2 the case studies. Canterbury Canterbury Christ Church University.

What really matters about teacher education at Cathedrals Group Universities: volume 1 final report

Bowie, R. A., Casson, A. and Hulbert, S. 2018. What really matters about teacher education at Cathedrals Group Universities: volume 1 final report. Canterbury Canterbury Christ Church University.

Promoting tolerance to schools in a time of extremism

Bowie, R. A. 2018. Promoting tolerance to schools in a time of extremism. in: Panjwani, F., Revell, L., Diboll, M. and Gholami, R. (ed.) Education and Extremisms: Rethinking Liberal Pedagogies in the Contemporary World London Routledge. pp. 204-216

The attitudes and perceptions of beginning teachers in relation to teaching controversial and sensitive issues in the history classroom

Woolley, M. 2017. The attitudes and perceptions of beginning teachers in relation to teaching controversial and sensitive issues in the history classroom. Revista Electrónica Interuniversitaria de Formación del Profesorado. 20 (2), pp. 1-18. https://doi.org/10.6018/reifop/20.2.284561

Interpreting texts more wisely: A Review of Research and the Case for Change

Bowie, R. A. 2017. Interpreting texts more wisely: A Review of Research and the Case for Change. in: Stuart-Buttle, R. and Shortt, J. (ed.) Christian, Faith, Formation and Education Palgrave Macmillan. pp. 211-228

Is tolerance of faith helpful in English school policy? Reification, complexity and values education

Bowie, R. A. 2017. Is tolerance of faith helpful in English school policy? Reification, complexity and values education. Oxford Review of Education. 43 (5), pp. 536-549. https://doi.org/10.1080/03054985.2017.1352350

The rise and fall of human rights in English education policy: Inescapable national interests and PREVENT

Bowie, R. A. 2017. The rise and fall of human rights in English education policy: Inescapable national interests and PREVENT. Education, Citizenship and Social Justice. 12 (2), pp. 111-122. https://doi.org/10.1177/1746197917693020

Negotiating fundamental British values: research conversations in church schools

Bowie, R. A. and Revell, L. 2016. Negotiating fundamental British values: research conversations in church schools. Canterbury Canterbury Christ Church University.

Oxford A Level Religious Studies: Christianity, philosophy and ethics

Bowie, R. A. and Ahluwalia, L. 2016. Oxford A Level Religious Studies: Christianity, philosophy and ethics. Oxford Oxford University Press.

Dignity and human rights education

Bowie, R. A. 2016. Dignity and human rights education. Oxford Peter Lang.

Stepping into sacred texts: how the Jesuits taught me to read the Bible

Bowie, R. A. 2016. Stepping into sacred texts: how the Jesuits taught me to read the Bible. in: Voss, A. and Wilson, S. (ed.) Reenchanting the Academy UK Rubedo Press.

Doing RE hermeneutically - learning to become interpreters of religion

Bowie, R. A. 2016. Doing RE hermeneutically - learning to become interpreters of religion. RE Today. 34 (1), pp. 60-62.

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

The human rights Church school: a particular school for the common good?

Bowie, R. A. 2014. The human rights Church school: a particular school for the common good?

What can education learn from recent thinking around the concept of dignity in the intersection between identity and protected groups?

Bowie, R. A. 2014. What can education learn from recent thinking around the concept of dignity in the intersection between identity and protected groups?

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

A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum

Maynard, T., Moss, J., Bowie, R. A., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.