ERIC Number: ED362513
Record Type: RIE
Publication Date: 1993-Sep
Reference Count: N/A
A Framework for Analysing Teachers' Accounts of Pupils and Teaching.
Swann, Joanna; And Others
The study described in this paper is built on previous research, and applies, tests, and develops an analytic framework to examine teachers' thinking about teaching and learning across subject areas--specifically, contrasts between approaches to mathematics and environmental studies or science. The Teachers' Thinking about Teaching and Learning (TTTL) project responds to two distinct but related problems formulated in the context of a changing curriculum: (1) What do teachers think about their own teaching and pupils' learning? and (2) How can more be learned about teachers' thinking with respect to teaching and learning? Pre- and post-lesson interviews were conducted with elementary and secondary school teachers (N=21); a series of four lessons in one curriculum area were observed; and a few weeks later a follow-up interview was conducted. The teachers selected for this research were working with children at P2 (6-7 years), P4 (8-9 years), P7 (11-12 years), and S2 (13-14 years). This approach to data collection generated a larger number of loosely structured and varied teacher accounts of teaching and pupils. The bulk of the paper analyzes the transcripts of the accounts. Appendixes provide the research questions, edited transcripts from a post-lesson interview with a P2 teacher after math and environmental studies sessions, and ideas used by the P2 teacher in evaluating the lessons. (LL)
Descriptors: Data Analysis, Data Collection, Educational Research, Elementary School Teachers, Elementary Secondary Education, Foreign Countries, Higher Education, Instruction, Learning, Research Administration, Research Design, Research Methodology, Secondary School Teachers, Teacher Attitudes, Teacher Student Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the British Educational Research Association (Liverpool, England, United Kingdom, September 1993).