NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1142540
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: N/A
The Classroom Observations of Vietnamese Teachers: Mediating Underlying Values to Understand Student Learning
Tsukui, Atsushi; Saito, Eisuke; Sato, Masaaki; Michiyama, Megumi; Murase, Masatsugu
Teachers and Teaching: Theory and Practice, v23 n6 p689-703 2017
This study uses the grounded theory approach (GTA) to investigate the value and characteristics of teacher observations, when used to understand student learning. Earlier studies have analysed the act of observation, defining it as a combination of joint observation and interpretation activities. By contrast, this analysis of 28 primary school teachers in remote areas of Vietnam reveals that the act of observation is mediated by underlying values. This study develops a discussion about the way in which the inherent "compliance-with-a-plan" value restricts teachers' ability to develop knowledge, as proposed in the literature, while the value of 'exploration' encourages teachers to develop a broader interpretation of classroom interactions. Figures and tables illustrate these GTA-based results.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam
Grant or Contract Numbers: N/A