Investigating ‘Presence in teaching’: explicating the transition from qualitative studies to a survey instrument

Abstract

ABSTRACT This paper provides a detailed account of the development of an instrument to investigate the emerging concept of presence in teaching (PiT) on a larger scale, explaining how the transition from data and findings from qualitative studies to a survey instrument was accomplished. In order to ensure relevance for teachers, the instrument needed to do justice to the unique and varied character of the qualitative data and be closely related to educational practice. Therefore, we adopted an interpretivist approach and a procedure involving different types of interactions: between outsiders (researchers, experts) and the instrument, between insiders (teachers) and the instrument, and between outsiders and insiders. Often, instruments are developed from an outsider perspective, in which respondents serve as informants for the researchers. Our development process occurred in a dialectical relationship between the ‘scientific’ concept and the ‘everyday’ concept (in the intuitive understanding of teachers) of PiT, which allowed us to capture PiT within a survey by means of narrative vignettes using the language and classroom practices of teachers. Reflections on the quality criteria and methods used, the challenges encountered and solutions found, may serve educational researchers planning to investigate emerging concepts such as PiT on a large scale.