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| Obserwacja lekcji× | Analiza dyskursu× | |
|---|---|---|
| Dziedzina≠ | Metody terenowe | Badania jakościowe |
| Rodzina | Process / pipeline | Process / pipeline |
| Rok powstania≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1989 (Fairclough); 1987 (Potter & Wetherell) |
| Twórca≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Norman Fairclough; Jonathan Potter and Margaret Wetherell |
| Typ≠ | Qualitative and quantitative observational research | Method |
| Źródło pierwotne≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Fairclough, N. (1989). Language and power. Longman. link ↗ |
| Inne nazwy≠ | classroom observation research, structured classroom observation, instructional observation, lesson observation | DA, Critical Discourse Analysis, Discursive Analysis |
| Pokrewne≠ | 6 | 2 |
| Podsumowanie≠ | 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. |
| ScholarGateZbiór danych ↗ |
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