Transforming teaching and learning in Asia and the Pacific: case studies from seven countries; 2015

Figure 2: Conceptual framework

Education for What & How?

 National Policy Directives

 National Curriculum Framework

 National Curriculum &

Assessment

 National Teacher Standards &

Ethics

The Professional Teacher

 Teacher Education &

Training

 Teacher Attributes &

Competencies

 Personal Philosophies of

Teacher & Learning

Expected Learning Outcomes

 Teacher Expectations

 School Culture &

Requirements

 Paretal & Community

Perceptions

Pedagogical

Practice

National

Curriculum

Directives

Teacher

Preparedness

National

Expectations

of Teachers

Methods

The researcher used a mixed-methods approach, drawing from both
qualitative and quantitative research approaches, and adopted interpretivism
as the overall theoretical paradigm. Interpretivism, in this context, takes the
research-participant as an active agent who constructs his/her own meanings
of reality (Mack, 2010).

(a) Classroom observations

The researcher conducted three classroom observations at each school to
document the pedagogical practices of teachers. Observation sheets were
designed to provide guidelines to researchers and to ensure consistency in
data collected.

(b) Participant-researcher approach

The researcher used a participant-observer approach for the classroom
observations. This was employed as a measure of internal research rigour
to ensure the validity and reliability of data collected. Selected teachers
(participating as teacher-researchers) conducted classroom observations and
talanoa discussions, and administered a questionnaire to 10 other teachers
within their own schools. Each teacher-researcher observed one teacher
at their school. A similar approach was taken when gathering data at the
Ministry of Education and at the School of Education of the USP.