Multi-method triangulation in a qualitative study on teachers' practical knowledge: An attempt to increase internal validity

This article describes multi-method triangulation as a means to enhance the internal validity in a qualitative study on language teachers' practical knowledge. Teachers' practical knowledge is viewed as a multi-dimensional concept, requiring multiple instruments for its exploration. In the...

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Bibliographic Details
Published in:Quality & quantity 2002-05, Vol.36 (2), p.145-167
Main Authors: MEIJER, Paulien C, VERLOOP, Nico, BEIJAARD, Douwe
Format: Article
Language:English
Subjects:
Educational sciences
Internal validity
Knowledge
Qualitative Methods
Qualitative research
Research Methodology
Teachers
Teaching methods
Validity
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Summary:This article describes multi-method triangulation as a means to enhance the internal validity in a qualitative study on language teachers' practical knowledge. Teachers' practical knowledge is viewed as a multi-dimensional concept, requiring multiple instruments for its exploration. In the triangulation procedure, data collected with three instruments were analysed and related to each other. Three steps of analysis, preceded by a pre-analysis step, were used to combine these data. The triangulation procedure culminated in a fairly comprehensive understanding of teachers' practical knowledge with respect to the teaching of reading comprehension to 16- to 18-year-old students. It was concluded that multi-method triangulation is a worthwhile procedure to enhance the internal validity in qualitative studies on a complex topic such as teachers' practical knowledge.[PUBLICATION ABSTRACT]
ISSN:0033-5177
1573-7845
DOI:10.1023/A:1014984232147