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.
CITATION STYLE
Meijer, P. C., Verloop, N., & Beijaard, D. (2002). Multi-method triangulation in a qualitative study on teachers’ practical knowledge: An attempt to increase internal validity. Quality and Quantity, 36(2), 145–167. https://doi.org/10.1023/A:1014984232147
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