Whole Class Teaching and Learning: perceived benefits, challenges and effective practice

This data has been gathered as part of a research study exploring primary teachers' perceptions towards whole-class teaching and learning. 38 primary teachers working in 10 schools across the East Midlands and South East England formed the research population. Ethical approval was granted by the university and informed consent given by school gatekeepers and individual teachers.

The dataset comprises a questionnaire answered by all 38 participants and 4 semi-structured 1-1 interviews with teachers intended to provide further depth and qualitative information. Statistical analysis and thematic, inductive and theoretical coding of the resulting data identify participants' perceptions of benefits, challenges and effective practice associated with whole-class teaching and learning. Both raw and analysed data are included in the dataset.