The specific data collection methods used in this study included semi-structured interviews to ascertain the ways in which the participating teachers conceptualised their pedagogical content knowledge, audio recording of teacher reflection days, observational fieldnotes, audio recording of classroom conversations, and reflective diaries.
4.5.1 Semi-structured interviews
In the present study I usedsemi-structured interviews to gather information about the ways in which the participating teachers conceptualised their pedagogical content knowledge and classroom practice. Both teachers were asked the same basic open- ended questions, the wording and sequence of which were fixed in advance. However the semi-structured nature of the interviews enabled me to ask extra discretionary questions to gain more detailed information, or when necessary, to pursue a point
when an interviewee digressed from the topic.
The teachers were interviewed once, separately, at the beginning of Cycle One, to obtain baseline data concerning their knowledge, thinking, and beliefs about teaching and learning. Information concerning the development of the teachers’ knowledge, thinking, and beliefs as the research progressed was obtained by recording and analysing the discussion that occurred during the reflection days at the end of each cycle.
Each interview took approximately 45 minutes. The interviews took place at the school, outside teaching hours, at a time prearranged with each teacher. This was to ensure that that the interviews caused the least possible disruption to the teachers’ time, and interfered as little as possible with their daily routines. A quiet, private office was used as the interview site. Both interviews began with informal conversation to put the participants at ease. The interview questions (Appendix G) investigated the participants’ educational backgrounds and teaching experience, and their knowledge and attitudes about the influence and importance of teacher subject content knowledge, learning theory, and formative assessment. With the consent of the participants I recorded and personally transcribed each interview. The recording procedures used are discussed later in this chapter.
4.5.2 Reflection days
At the end of each cycle I arranged for the participating teachers to be released from their classroom responsibilities for an entire school day in order to participate in a “reflection day.” These were held off-site, in a meeting room at my place of employment. Funding for the required relieving teachers came from a research grant from my employer. During the first half of each reflection day we compared and discussed previously coded transcripts of the observed lessons (see Chapter 5, Section 5.2.3). The analysis and discussion assisted the teachers in developing their understanding of their own practice. In order to assist the teachers to develop skills in self-reflection I acted as a critical friend, encouraging them to reflect individually and together on their lesson transcripts. I acted as a sounding board against which they developed ideas for further action, planned strategies for change, and monitored the
effects of any changes that occurred. Each reflection day was recorded in its entirety (with the teachers’ consent), providing valuable verbatim data concerning the development and change that occurred in the teachers’ thinking as a result of the action research process.
4.5.3 Observational fieldnotes
The present study involved twenty-one observations in each classroom, conducted over the duration of the four cycles of research. I observed learning conversations from an unobtrusive position in each classroom. Observer effects were minimised by trialing the observations in each classroom, partly to streamline the procedures and use of equipment, but also to familiarise the teachers and students with the process. To ensure accuracy I audio recorded each session and took extensive fieldnotes.
Observational fieldnotes (excerpt provided in Appendix H) were written over each period of observation. The fieldnotes were in the form of a running record of everything that happened during my time at the school, including conversations with the participants, continuous running commentaries of observed lessons, detailed descriptions, and verbatim comments from the teachers and students. They included my personal thoughts and reflections about incidents that occurred and the evidence being collected. I also noted problems, issues, and emerging trends concerning the processes of data collection and reflection as I became aware of them. The parts pertaining to individual classroom observations were verified and discussed with the teachers and students concerned.
4.5.4 Audio recording
With the informed consent of the participating teachers and students I audio recorded the interviews, classroom observations, and reflection days in their entirety. For the interviews and reflection days a high quality portable recording device was placed on the table near the teachers, and for the observed lessons they wore the same device on a cord around their necks. This was unobtrusive, and provided the best possible clarity of recording. The recordings ensured accurate documentation of the teacher-student interactions in classroom learning conversations. Although non-verbal behavior such
as body language or facial expressions could not be recorded, tone of voice, inflection, expression, and volume, all provided valuable information to assist with interpretation.
In the present study, because I had been present during the recording and was able to match the recordings with the written running records of the observed lessons, I personally transcribed the tapes of the recorded lessons to ensure the most consistent interpretation possible.
4.5.5 Reflective journals
During Cycles Three and Four the teachers volunteered to keep reflective journals in which they recorded their actions, reactions, feelings, explanations, and reflections in relation to both their classroom practice, and to the readings that I had provided. The diaries were invaluable during the reflection days in assisting the teachers to reconstruct events retrospectively. The entries varied in length and detail, but were generally quite brief. The teachers were assured that their journal entries were confidential and that they were not required to share them. However, both teachers were happy to share what they had written as part of the research process, and at the end of the study offered them to me to assist in writing up the research. An excerpt from Anne’s reflective journal is provided in Appendix I.