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. https://doi.org/10.1080/02635143.2021.2001450
AuthorsRiordan, 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.

KeywordsEducation
Year2021
JournalResearch in Science & Technological Education
PublisherInforma UK Limited
ISSN0263-5143
1470-1138
Digital Object Identifier (DOI)https://doi.org/10.1080/02635143.2021.2001450
Official URLhttps://www.tandfonline.com/doi/full/10.1080/02635143.2021.2001450
FunderTempleton World Charity Foundation
Publication dates
Print16 Nov 2021
Online16 Nov 2021
Publication process dates
Accepted28 Oct 2021
Deposited17 Nov 2021
Output statusPublished
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