Field Relations and the Problem of Authenticity in Researching Participants' Perceptions of Teaching and Learning in Classrooms

Abstract

The need for precise and detailed procedures in the collection of qualitative data is of paramount importance. This paper describes qualitative procedures that were developed in the course of a study of teachers' and pupils' perceptions of effective teaching and learning. Particular consideration is given to problems of: (1) establishing appropriate field relations with staff and pupils, and (2) ‘authenticity’ of subject responses. Procedures for enhancing subject recall in ‘informant’ type interviews are described. Issues surrounding the development of effective field relations in educational settings are discussed, and particular concerns relating to working with pupils are dealt with.