Exploring how primary school teachers’ teaching practices are shaped: A thematic analysis

Fricker, Sarah (2015) Exploring how primary school teachers’ teaching practices are shaped: A thematic analysis. University of Gloucestershire. (Unpublished)

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Abstract

Although the majority of primary school teachers have to teach a set National Curriculum, there are no prescribed teaching methods. Previous research indicates teaching methods are shaped by previous experiences as a student, the school culture and implicit teaching philosophy among other factors (Deemer, 2004; Mariaye, 2012; Fitzgerald, Dawson & Hackling, 2013). The aim of this research was to further explore how primary school teachers teaching practices are shaped. A qualitative approach to research was adopted from a critical realist epistemology. One-to-one semi structured interviews with a volunteer sample of five primary school teachers was the method of data collection. Thematic analysis of the data allowed five overarching themes to be constructed – The Teaching and Learning Relationship, Wider Educational and Societal Values, School Structure VS Personal Agency, Belonging to a Community, and Choices and Experiences. The analysis found that teaching methods are shaped by an interplay of factors at the mirco and macro level.