21ST CENTURY TEACHING-LEARNING STRATEGIES OF AUSTRALIA AND

THE PHILIPPINES: BASIS FOR EDUCATIVE PROCESS MODEL

FOR CLASSROOM TEACHERS

OPEN-ENDED INTERVIEW GUIDE

1. How long have you been teaching?

2. What do you like best about teaching?
3. What are the things that you do in order to prepare for your lessons on the
following day?
4. What teaching strategies do you employ to facilitate learning?
5. What methods of assessments do you use to assess students’ learning?
6. What strategies do you use for classroom management?
7. How do you use technology in teaching?
8. What are the issues and challenges that you deal with as a classroom
teacher?
9. How do you deal with those issues and challenges?
10. If you were to reform the educative process that you facilitate in your
classes, what are the significant changes that you will do?
 GUIDE FOR FIELD NOTING

[filename]
[TITLE]
[DATE]
In these sections I insert the filename of each document as a header, give each fieldnote
a short title, and record the date.

[DESCRIPTION OF ACTIVITY]
This is for describing what happened during the day as accurately as I can. I take a
“who, what, when, where, why, how” approach and try to stick to ‘facts’ to create
a verbal snapshot of what happened. This includes noting direct quotes and snippets of
conversations, text messages, filenames of voice recordings, and what photos I took.

I am aware that all fieldnotes are constructed, and what we choose to take notes about
are influenced by a range of factors, so in this section I try to minimise that. My aim is to
keep description separate from analytical work for as long as possible while recognising
that these snapshots are just that; a glimpse of a point in time from a particular
perspective, through a particular lens.

[REFLECTIONS]
I reflect on the day’s experiences, writing about how I might have influenced events,
what went wrong (and what I could do differently next time), and how I feel about the
process.

[EMERGING QUESTIONS/ANALYSES]
Here I note questions I might ask, potential lines of inquiry, and theories that might be
useful. This is where I start to do some analytical work.

[FUTURE ACTION]
This is a ‘to-do’ list of actions. I usually include a timeframe alongside each point.
DATA ANALYSIS FRAMEWORK
DATA ANALYSIS FRAMEWORK
Figure 1: Data Analysis Framework
Figure 3: Data Analysis Framework
Figure 2: Conceptual Framework