Comparer des méthodes

	Observation en classe	Analyse du discours
Domaine	Méthodes de terrain	Recherche qualitative
Famille	Process / pipeline	Process / pipeline
Année d'origine	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1989 (Fairclough); 1987 (Potter & Wetherell)
Auteur d'origine	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Norman Fairclough; Jonathan Potter and Margaret Wetherell
Type	Qualitative and quantitative observational research	Method
Source fondatrice	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Fairclough, N. (1989). Language and power. Longman.
Alias	classroom observation research, structured classroom observation, instructional observation, lesson observation	DA, Critical Discourse Analysis, Discursive Analysis
Apparentées	6	2
Résumé	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.