Porovnat metody

	Pozorování výuky	Analýza diskurzu	Etnografie	Lesson study
Obor	Terénní metody	Kvalitativní výzkum	Kvalitativní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline	Process / pipeline	Process / pipeline
Rok vzniku	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1989 (Fairclough); 1987 (Potter & Wetherell)	c. 1922 (Malinowski's Argonauts of the Western Pacific)	Late 19th century Japan; international dissemination from 1999
Tvůrce	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Norman Fairclough; Jonathan Potter and Margaret Wetherell	Bronisław Malinowski (modern ethnography); rooted in 19th-century anthropology	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
Typ	Qualitative and quantitative observational research	Method	Qualitative fieldwork tradition	Collaborative practitioner inquiry / professional development research
Původní zdroj	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Fairclough, N. (1989). Language and power. Longman.	Hammersley, M. & Atkinson, P. (2019). Ethnography: Principles in Practice (4th ed.). Routledge. ISBN: 978-1138504462	Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744
Další názvy	classroom observation research, structured classroom observation, instructional observation, lesson observation	DA, Critical Discourse Analysis, Discursive Analysis	Etnografi, participant observation, fieldwork, ethnographic research	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
Příbuzné	6	2	5	5
Shrnutí	Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice.	Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures.	Ethnography is a qualitative research tradition in which a researcher immerses themselves in a social group or community over an extended period — typically three to six months or longer — to study its culture, values, and behaviours in their natural setting. Originating in social and cultural anthropology, and consolidated as a rigorous method by Bronisław Malinowski in the early twentieth century, ethnography produces rich, contextualised accounts of how people live, work, and make meaning together.	Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide.