Understanding and contextualising classroom practice: The potential of a mixed method, multiple-perspectives approach. Seminar

Theme: Interdisciplinary, Involvement and Impact

The characteristics and features of effective teaching have long been of interest to researchers, policymakers and practitioners. The theoretical, empirical and practical literature on the topic is extensive. Nonetheless, there is still much to learn about what makes teaching practice effective, inspiring, and engaging, and for whom, under what conditions and in what contexts this can be the case.

This talk offers insights from several recent studies – with designs spanning both experimental and observational – to illustrate the potential of a mixed method, multiple perspectives approach to investigations of teachers’ classroom practice. This approach combines the use of structured observation schedules, qualitative field notes, teacher interviews and pupil questionnaire surveys. Benefits and challenges with regard to researching classroom practice in observational and intervention studies will be discussed, in relation to both general investigations of teaching quality/effectiveness and evaluations of specific interventions. Implications will also be suggested for policy and practice in schools.