Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 689-703 |
| Number of pages | 15 |
| Journal | Teachers and teaching: theory and practice |
| Volume | 23 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- Teacher professional development
- understanding learning
- teachers’ observation
- value mediation
- Vietnam case study
Cite this
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The classroom observations of Vietnamese teachers : Mediating underlying values to understand student learning. / Tsukui, Atsushi; Saito, Eisuke; Sato, Masaaki; Michiyama, Megumi; Murase, Masatsugu.
In: Teachers and teaching: theory and practice, Vol. 23, No. 6, 2017, p. 689-703.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The classroom observations of Vietnamese teachers
T2 - Mediating underlying values to understand student learning
AU - Tsukui, Atsushi
AU - Saito, Eisuke
AU - Sato, Masaaki
AU - Michiyama, Megumi
AU - Murase, Masatsugu
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - Teacher professional development
KW - understanding learning
KW - teachers’ observation
KW - value mediation
KW - Vietnam case study
UR - http://www.scopus.com/inward/record.url?scp=85011635867&partnerID=8YFLogxK
U2 - 10.1080/13540602.2017.1284055
DO - 10.1080/13540602.2017.1284055
M3 - Article
VL - 23
SP - 689
EP - 703
JO - Teachers and teaching: theory and practice
JF - Teachers and teaching: theory and practice
SN - 1354-0602
IS - 6
ER -