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

• Published in: Quality & quantity Vol. 36; no. 2; pp. 145 - 167
• Main Authors: MEIJER, Paulien C, VERLOOP, Nico, BEIJAARD, Douwe
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.05.2002; Springer Nature B.V
• Subjects: Educational sciences; Internal validity; Knowledge; Qualitative Methods; Qualitative research; Research Methodology; Teachers; Teaching methods; Validity; Language Teaching; Foreign Language; Educational Research; Qualitative Analysis; Practical Knowledge; Teacher; Mathematical Model
• ISSN: 0033-5177; 1573-7845
• DOI: 10.1023/A:1014984232147

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]