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
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
Journal citation41 (4), pp. 1309-1329
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
Online16 Nov 2021
Print02 Oct 2023
Publication process dates
Accepted28 Oct 2021
Deposited17 Nov 2021
Output statusPublished
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Bowie, R. A. 2020. The collective consciousness of an RE department during curriculum change: scripture, representation, science, fear and anger. Journal of Religious Education. https://doi.org/10.1007/s40839-020-00111-9
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
Teaching history in a neoliberal age: policy, agency and teacher voice
Woolley, M. 2019. Teaching history in a neoliberal age: policy, agency and teacher voice. Abingdon Routledge.
Christian universities and schools in relation and context
Bowie, R. A. 2019. Christian universities and schools in relation and context. International Journal of Christianity & Education. 23 (3), pp. 275-277. https://doi.org/10.1177/2056997119866142
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.
Post secular trends: issues of faith and education
Bowie, R. A., Peterson, A. and Revell, L. 2012. Post secular trends: issues of faith and education. Journal of Beliefs & Values: Studies in Religion & Education. 33 (2), pp. 139-141. https://doi.org/10.1080/13617672.2012.694057
Human rights education and the post secular turn
Bowie, R. A. 2012. Human rights education and the post secular turn. Journal of Beliefs & Values: Studies in Religion & Education. 33 (2), pp. 195-205. https://doi.org/10.1080/13617672.2012.694062
The primacy of dignity and human rights education
Bowie, R. A. 2011. The primacy of dignity and human rights education. PhD Thesis University of Kent / Canterbury Christ Church University Faculty of Education
Human rights and religion in the English secondary RE curriculum
Bowie, R. A. 2011. Human rights and religion in the English secondary RE curriculum. Journal of Beliefs & Values: Studies in Religion & Education. 32 (3), pp. 269-280. https://doi.org/10.1080/13617672.2011.627674
How green is your god?
Bowie, R. A. 2009. How green is your god?
PGCE secondary provision and the new curriculum
Bowie, R. A. 2009. PGCE secondary provision and the new curriculum.
AQA Religious Studies A2: ethics: student's book
Bowie, R. A. 2009. AQA Religious Studies A2: ethics: student's book. Cheltenham, UK Nelson Thornes.
AQA GCSE Religious Studies A: Roman Catholicism: Ethics
Bowie, R. A. 2009. AQA GCSE Religious Studies A: Roman Catholicism: Ethics. Cheltenham, UK Nelson Thornes.
AQA GCSE Religious Studies A: Christianity: Ethics
Bowie, R. A. 2009. AQA GCSE Religious Studies A: Christianity: Ethics. Cheltenham, UK Nelson Thornes.
AQA religious studies AS ethics: student's book
Bowie, R. A. 2008. AQA religious studies AS ethics: student's book. Cheltenham Nelson Thornes.
Environmental ethics
Bowie, R. A. 2008. Environmental ethics.
Thinking about ethics in RE learning
Bowie, R. A. 2007. Thinking about ethics in RE learning.
Dignity, religion, education
Bowie, R. A. 2007. Dignity, religion, education.
Getting published
Bowie, R. A. 2005. Getting published. RE-Net, Canterbury Christ Church University.
Contemporary life stances and education for sustainable development
Bowie, R. A. 2005. Contemporary life stances and education for sustainable development. Canterbury RE-Net, Canterbury Christ Church University.
Philosophy of religion and religious ethics AS/AA2 for OCR study guide
Bowie, R. A. 2004. Philosophy of religion and religious ethics AS/AA2 for OCR study guide. Cheltenham Nelson Thornes.
Ethical studies
Bowie, R. A. 2004. Ethical studies. Cheltenham Nelson Thornes.
Texts and teachers: the practice guide
Bowie, R. A. and Clemmey, K. 2000. Texts and teachers: the practice guide. Canterbury Canterbury Christ Church University.
Texts and teachers: the findings report
Bowie, R. A. 2000. Texts and teachers: the findings report. Canterbury Canterbury Christ Church University.