Using a framework to analyse practice

When inquiring into their ways of working, educators generally need to select or create a framework for analysing evidence (such as transcripts or observation records) of their practice. When working collaboratively, an agreed framework is an especially valuable tool for establishing common expectations and understandings.

The development of a framework ensures that the principles and theories underpinning practice are articulated and agreed. The framework also often determines the data and evidence of practice that are collected. Using the framework to analyse that evidence provides a common frame of reference with which to evaluate the adequacy and impact of practice. The analysis may demonstrate coherence between theory and practice, or it may reveal dissonance between them.

Most research projects in New Zealand about professional practice or learning in education include some sort of framework for the analysis of practice. Many of the research and development initiatives within INSTEP created or adopted such a framework (Higgins, 2008). And although it was not designed for analysing practice, the framework used within the TPLD BES (Timperley et al., 2007) is a particularly good example of an analytical tool that articulated underpinning principles and theories, that guided the selection of studies to be incorporated within the synthesis, and that ensured coherence and consistency in the analysis of the studies.

Case 4: Supporting Teachers to Be Self-regulatory

Melanie participated in the development of a practice analysis framework within the Literacy Professional Development Project. The framework has become a way to both guide learning conversations and to analyse their effectiveness (Bareta et al., 2007). Case 4 shows the complexity of the thinking and practice that is involved in its enactment. Melanie wants to ensure that her facilitation supports teachers to become self-regulated learners, (see video Clip 6) focused on ongoing improvement in their own practice and their students’ learning.

The learning case shows Melanie’s post-observation conversation with Glenda. Melanie used the practice analysis framework to ensure that she and Glenda developed a shared understanding of the theory and principles (see video Clip 4) that underpin effective practice and that Glenda can apply this “principled knowledge” (see video Clip 5) to future lessons.

See also the learning story “A framework for exploring theories underpinning practice”, pages 112–113.

Recommended reading

Timperley, H., Parr, J., and Hulsbosch, N. (2008). “Coaching through Feedback: A Close and Critical Analysis”. Paper presented to the AERA (American Educational Research Association) annual meeting, New York, 24–28 March.
This paper describes the use of practice analysis conversations within the Literacy Professional Development Project and the development of the framework that underpins the conversations.

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