Educational Research Methods
A site to support teaching and learning...
Observer role
Researchers undertaking observations may take on different roles, or stances towards those they are observing:
“In principle, observers can be as unobtrusive as possible and avoid interacting with the class at all. The ultimate observer aims to be ‘invisible’ so that their presence does not influence what happens in the class (but when discretion becomes covert observation this raises ethical issues in relation to ‘informed consent’...). At the other extreme, an observer might choose to be part of the classroom interaction being observed. A participant-observer would certainly observe something different from the lesson that would have taken place in her absence, but that may not be a problem (depending on the purpose(s) of the research).” (Taber, 2013: 270)
This is a personal site of Keith S. Taber to support teaching of educational research methods.
(Dr Keith Taber is Professor of Science Education at the University of Cambridge.)
2015
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
Observers tend to have an effect on what is observed. The pure observer seeks to avoid any intervention by observing from outside. Such an observer would seek to be discrete and unobtrusive - or even covertly. However, in research, covert observation suggests observation without informed consent.
The participant observer observes from within the activity.
