Combining TA and IPA to plan the DBR study

 https://www.researchgate.net/profile/Johanna-Spiers/publication/329288465_Analysing_one_dataset_with_two_qualitative_methods_The_distress_of_general_practitioners_a_thematic_and_interpretative_phenomenological_analysis/links/631079ccacd814437ff336ff/Analysing-one-dataset-with-two-qualitative-methods-The-distress-of-general-practitioners-a-thematic-and-interpretative-phenomenological-analysis.pdf?origin=publication_detail&_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uRG93bmxvYWQiLCJwcmV2aW91c1BhZ2UiOiJwdWJsaWNhdGlvbiJ9fQ

Ideas for study.

*The first study will be informed by findings of the Literature review that set out to identify what resources and activities in teaching and learning about DA would be appropriate to those who are beginners in the subject, and those that would be appropriate for wider and more basic awareness of DA for teachers across many disciplines. 

Following the lesson study method, that is similar to the train the trainer approach, the researcher as DA expert will deliver an initial lesson of these more basic activities to the participants. As part of this lesson and presentation of ideas participants will identify what would work within the primary school context to plan a pilot as a research lesson. This will take the form of a focus group for participants to develop understanding and outcomes together.

Thematic analysis will be applied to this. 

Part 1: Participants will feedback and present their ideas for the research lesson, these will be recorded one by one (use Teams to capture and transcribe the presentations etc).

Part 2: Then a discussion with all participants will be recorded as they agree on a final combined lesson of what they deem would work in the school classroom and why, what concerns they may have and any predictions of how this learning will work and be received by learners or challenges they foresee for themselves or the learning that may happen. What research or resources did they need to put in to be able to develop the ideas and activities for the lesson.

What successes and challenges do they foresee and what will they need to be able to confidently deliver the lesson in the next phase. What feedback mechanisms from the learner would be appropriate to use as analysis of how it went. What experiences of learning the topic themselves helped them plan it. What prior knowledge of learners and situated practice informed decisions. Phenomenon of the learning and teaching of DA awareness, their experience as teachers planning for a new and unfamiliar topic. What elements can they deliver within the remit of their knowledge and confidence could they deliver and why/why not other activities - what would be the enablers or constraints. What helpful resources they found to support them planning the lesson and what gaps in support or resources are there that need to be filled to help them and others if they were to do the same.


*The second study is selected teachers (2-3) delivering it and taking teachers reflections/ interviews of/about the lesson from the teacher, observation notes and learner feedback and work to review how it went within the classroom setting and context. This follows the embodied nature of reflective teaching practice to improve and develop the lesson for pedagogical purposes.

The data collected will be steered by thematic analysis to highlight key facets of the teaching and learning experience of delivering the lesson and the development of knowledge and teaching practice. How did they feel about delivering it, what support and resources are needed?


*The third study will use the experiences of the first two phases to delve further into the teachers experience and gain an insight into how they felt about it. Relating their experiences to wider practice, professional knowledge development and confidence teaching it.

This phase will adopt an IPA approach to see beyond just the pragmatic ‘what works’ approach to how they found the experience of teaching it and their deeper thoughts about teaching this subject on the curriculum.

This specific phase will follow a Husserl approach of bracketing to present the experiences in the words of participants and to ensure it captures and reflects the true essence of their experiences, deeper thoughts about teaching it and how they felt at each stage of both planning and delivering a lesson on the topic. Within their own context and practice experience as a teacher.

*Capturing the practice based information as well as teacher insights offers both breadth and depth in the study.

Any presuppositions or assumptions or preconceptions, was this reinforced or challenged, has mind been changed?




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