Observations as a Method in Practice-Based STEM Research

Abstract

Strengthening the scientific foundation of schools increasingly requires involving student teachers in practice-based research, a priority highlighted in recent Swedish education policy. Although practice-based research is intended to bridge professional challenges with systematic inquiry, little is known about how student teachers can meaningfully participate during compulsory school placement (VFU). The aim of this study is to develop a method for involving student teachers in practice-based research through observations carried out in connection with their VFU.

The study was conducted over five years and involved student teachers, in-service teachers, VFU supervisors, and researchers collaboratively observing communication during laboratory activities. Direct, systematic observations were carried out using evolving observation protocols that included predefined categories and time spans. These protocols were iteratively refined across several cycles based on practical challenges, observer experiences, and theoretical grounding.

The findings show clear opportunities for involving student teachers in research. Structured observation increased students’ awareness of classroom interactions supported course learning goals, and enriched teachers’ reflections on their own practice. When the observations were well integrated into coursework and accompanied by preparation and discussion, student teachers perceived the work as valuable and sometimes continued using or developing protocols independently. Certain challenges emerged. Students did not benefit when the observations were insufficiently connected to course aims, and large numbers of observers made consistent interpretation difficult. Time constraints, coordination between teacher educators and researchers, and the dual roles of teacher educators also posed obstacles.

Across five cycles, the study identified key features of effective observation protocols: clearly defined terms, shorter time spans, theoretically grounded categories, and calibration among observers. The results demonstrate that thoughtfully designed observation protocols can serve as a viable method for engaging student teachers in practice-based research during VFU.