Primary teachers’ perceptions of whole-class teaching and learning in English primary schools: an exploratory study of perceived benefits, challenges and effective practice

Abstract

ABSTRACT This research contributes to ongoing debate surrounding primary teachers’ perceptions of key benefits, challenges and effective practice associated with whole-class teaching and learning in the primary school. A review of pre-existing literature relevant to the practice and perceptions of whole-class teaching and learning informed the scope and design of the study. A mixed methods exploratory approach was employed through the distribution of digital questionnaires and one-to-one semi-structured interviews, involving thirty-eight primary teachers employed across ten schools in the East Midlands and South East England. Statistical analysis and thematic, inductive and theoretical coding of the resulting data highlighted perceived social benefits alongside challenges surrounding whole-class adaptive teaching. The findings concluded that whole-class pedagogy may be most effective when diverse approaches to questioning and verbal discourse are collectively embedded within a shared directive for practice, and when the engagement of all pupils is continually promoted and sustained throughout teaching and learning.