Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil & researcher perspectives

Background dialogue between the teaching profession and researchers regarding pedagogical strategy is sometimes problematic. Pedagogy research may benefit from incorporating methods that can investigate teachers’ pupils’ interpretations.Purpose this expands Analysis Framework (Riordan, 2020) by explaining in detail meso-strategies (tactics) a macro-strategy (grand strategy) used participants three school science lessons about chromatography. The design builds on previous work using full introducing pupil group verbal protocols. In addition, Notation introduced to help understand explain macro-strategic behaviours.Sample one class of thirty 13-year-old pupils teacher.Design method four were (lesson video analysis, teacher protocols, protocols researcher interviews). Data recorded (managed NVivo). Fourteen hours data analysed Grounded Theory Methods two educational teacher. interpretivist theoretical perspective (symbolic interactionism) was underpinned social constructionist epistemology (hence methodology Straussian Theory). Appropriate criteria for evaluating emergent grounded theory used. 2017.Results uses concepts: means (human non-human), (a spectrum micro-strategies (actions), through macro-strategies strategies)), ends (regarding self, another person or thing, people things), accidents. Types tactics identified these were: inform (misinform disinform), question, instruct, use space/time, repeat, train, assess, interact. ‘the stationary [sic] cupboard’ incident.Conclusion extended Framework, combined with Notation, improves strategic teachers, researchers. This facilitates comparison interpretations classroom pedagogy teacher,