The Focus, Purpose and Rationale for the Study
The study highlights the importance of investigating student-teachers’ involvement in active learning. Learning is a lifelong experience. It may also be attained from professional practice. The study utilizes an investigative approach. This approach is based on the assessment of competencies of the participants.
The basic focus of the study is to assess the methodologies that teachers adopt in their personal learning (Haggera, Burna, Muttona & Brindley 2008, p. 159). Thus, it is based on the context of student-teachers. The objective of this study is achieved through the application of four consecutive interviews on the student-teachers.
The investigation is based on the extent to which student-teachers conceptualize important lessons. Basically, the purpose of the study is to determine how the student-teachers learn from their experiences. The study seeks to evaluate the potential disparities in the student-teacher learning process.
It is important to understand various approaches adopted by student teachers on professional learning (Smeyers & Depaepe 2009, p. 76). This is because it prepares the teacher adequately. Due to this, they develop the capacity to influence the new professionals to be competent. The level of competency may vary within different individuals. In the study, competency of the personalities is investigated systematically.
The participants are viewed as teachers and professional learners. The rationale of this investigation is to assess the level of efficiency of theoretical training of these teachers. The research questions are drawn from this concept. Assessment of the level of teacher involvement and commitment to professionalism is important. The concept constitutes one of the important research questions of the study.
The impact of theoretical concepts and practical experience on teacher professionalism is investigated in the study. In addition, an analysis of the impacts of life-long learning and experiences in teacher innovation is also evident. Generally, the study addresses an overall approach.
This includes both international and local trends. The concept of “managerialism” on teacher learning and practice is also addressed (Haggera, Burna, Muttona & Brindley 2008, p. 159). A critical analysis of the study indicates that the research questions are not clearly outlined. It is important to understand such provisions. This is because they determine the study outcome.
Ideally, an empirical study requires a precise and logical statement of the research questions. This observation is critical due to many reasons. For instance, it helps in the definition of study variables. Additionally, the setting of hypotheses largely depends on the reliability of the research questions (Mason 2002, p. 27).
However, the study tends to address important concerns within the education sector globally. The basic aim of this study is to investigate how the student-teachers learn specific concepts. Indeed, one requires a lot of devotion to note the basic research questions.
The Research Methodology Used
A research methodology describes the basic empirical strategies applied in an investigation. A properly defined and applied methodology provides reliable and accurate study results (Oliver, P 2010, p. 43). Generally, a longitudinal investigative approach is utilized in the study. The process involved post-lesson interviews.
These interviews are administered to approximately 25 persons. These were student teachers of a one-year postgraduate training. Notably, two-system school based setting formed the main centre for the study. An analytical examination of the processes involved indicates great disparities and loopholes. It is agreeable that in any research process, the loopholes are bound to interfere with the quality of results.
Population and Sample
The study applied a longitudinal sampling procedure. The main focus was the newly enrolled teachers. The study generalizes on the patterns observed within the global context. Generally, any good sample size must consider adequate representation. This helps to provide accurate results. It is important to indicate that the study enrolled a limited number of participants. However, there is no justification for this action.
Therefore, the basic implication is that the sample size is not purely representative of the targeted population. It is notable that an initial enrolment of the participants included only thirty-six teachers. These participants were drawn from two appropriately established learning systems.
An explanation of the subjects included in the study is evident. Perhaps, this describes the exclusion and inclusion criterion. It is evident that a representative sample enhances the accuracy of the study results (Burnie 2002, p. 44). The study is based on the global trends of teacher learning. Therefore, the general implication is that the applied sample size remains unrepresentative.
Response Rate
The response rate is a critical indicator of the success and validity of any empirical research. There is proper illustration of all critical objectives. The development of thinking and practice of each respondent was assessed over a period of time. This means that in order to obtain the appropriate response, it was important to conduct monitoring and interviews over a long period of time.
However, it is important to note that only 25 responses out of the total 36 sample size matured. Observably, the disparity in the response rate in relation to the sample size is relatively high.
The study indicates that only 25 full data sets were obtained. In consideration of the relatively narrowed sample size, the study ought to have attained a nearly full response rate. In basic empirical research, it is potentiated that a relatively small sample size should achieve high response rates (Oliver, P 2010, p. 60). The study also failed to explain the reason for the disparity in the response rate.
Data Collection Instruments
The study utilized the semi-structured interviews to gather data from the sampled teacher students. The interviews were conducted in intervals, counting to one year. Basically, these instruments remained focused on the participant’s opinions on the lessons. They also investigated issues about the participant’s personal learning with regard to the required professional practice. The instruments remained focused on the subject matter of the study.
In order to attain quality results, this was empirically appropriate. However, the study does not elaborate on the pilot study and instrument testing. It is also vital to indicate the importance of the application of a wide variety of data collection instruments. This is important in achieving the efficiency of triangulation approach (Mason 2002, p. 67). Consequently, it is important in gauging the reliability and dependability of the study instruments.
Data Analysis and Display
The data analysis is based on the discussions and rating conducted amongst the researchers. Notably, the study lacked the utilization of a systematic computer program for statistical analysis. The processing of the data and presentation through the human matrix system may appear illogical.
This is because of the biases that might exist due to human confounding factors (Kent 2001, p. 35). An application of a programmed statistical system for data analysis is appropriate for the study. It may also be deduced that the grouping mechanism applied for developing the matrix was logical. The methodology also allowed partial assessment of reliability and dependability of the data.
Notably, other data display techniques such as the bar graphs, pie charts and comparative tables are not applied in the study. Therefore, an individual might not adequately comprehend the changes within the variables. Generally, a figurative presentation of data, combined with a descriptive analysis makes the display more appealing and comprehensive (Gibbs 2007, p. 67).
Various statistical inferences are not applied in the study. These include the correlation, regression as well as multivariate analysis of variables. It is clear that a qualitative descriptive approach of data analysis is predominantly applied in the study.
The Claims Made by the Researchers
From the study, all student- teachers learn from their experiences. However, the study also indicates that the nature and level of the learning differs remarkably. This variance is observed to occur within a set of diverse dimensions. The researchers argue that comprehending the variety of strategies applied by student teachers is vital (Haggera, Burna, Muttona & Brindley 2008, p. 177). In this generalization, professional learning is observed to be beneficial.
This applies both to the experienced teachers and the new entrants. From the brief presentation, it is clear that the study provides a more generalized assumption. This does not effectively translate into the narrowed sample size. These statements remain unreliable and invalid. This is because the study does not outline the basic methodology applied in testing the variables. The application of statistical approaches in the data analysis present reliable results.
List of References
Burnie, H 2002, Analyse and present research information: BSBCMN405A, Software Publications, Chatswood.
Gibbs, G 2007, Analyzing qualitative data, SAGE, London, UK.
Haggera, H, Burna, K, Muttona, T & Brindley, S 2008, Practice makes perfect? Learning to learn as a teacher, Oxford Review of Education, vol. 34 no. 2, pp. 159–178.
Kent, A 2001, Data construction and data analysis for survey research, Palgrave, Basingstoke, Hampshire.
Mason, J 2002, Qualitative researching, SAGE, London, UK.
Oliver, P 2010, Understanding the research process, SAGE, Los Angeles, CA.
Smeyers, P & Depaepe, M 2009, Educational Research: Proofs, Arguments, and Other Reasonings, Springer, New York, NY.