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ERIC Number: EJ1229121
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1743-727X
The Phenomenography Tradition in the Study of Classroom Teaching
Lam, Ho Cheong
International Journal of Research & Method in Education, v42 n5 p513-524 2019
Phenomenography is internationally well-known for its use in studying learning and teaching in educational settings. This paper begins with the discussion of two approaches reported in the literature to study classroom teaching in the phenomenography tradition. The paper goes on to put forward a third approach that is in essence to return to the original idea of phenomenography and use observation of teaching activities for identifying the qualitatively different ways of seeing the object of learning. Observational data are collected and analysed by categorizing the teaching activities according to the ways of seeing that emerge from the data. This approach has been developed from a number of our projects on learning to teach Chinese. In this paper, the focus of the discussion is on the differences in the methodological assumptions underlying the three approaches to study teaching in the phenomenography tradition.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A