Problems Analysing Discourse and Teacher Questions from a Researcher's Perspective

Main Article Content

Richard Watson Todd
Wilaksana Srimavin
Tharinee Boonyuen

Abstract

Discourse analysis, especially ethnomethodological approaches, has become a powerful tool for investigating classrooms. However, such analyses run the risk of relying on subjective researcher interpretations of data and of unconscious biases influencing the findings. In this paper, we will present a case study of an attempt to investigate problematic teacher questions which highlights these risks. The main implication of this case study is that discourse analyses must take into account multiple perspectives on the discourse.

Downloads

Download data is not yet available.

Article Details

How to Cite
Watson Todd, R., Srimavin, W., & Boonyuen, T. (2007). Problems Analysing Discourse and Teacher Questions from a Researcher’s Perspective. REFLections, 10, 1-9. Retrieved from https://so05.tci-thaijo.org/index.php/reflections/article/view/114262
Section
Research articles