When making choices about methods of data gathering I was aware of the need to select those that would best enable students embedded knowledge to be articulated. Calderhead (1996) offers some useful thoughts on this.
The exploration of teachers cognitions has led to the development of a range of
innovative methods for collecting evidence about teaching. Observation alone is of limited value, for the cognitive acts under investigation are normally covert and beyond immediate access to the researcher. Therefore methods of eliciting the knowledge, beliefs, and
thinking of teachers have frequently borrowed from the fields of cognitive psychology, human problem solving, social anthropolog , and the humanities. (Calderhead, 1996:711).
Calderhead outlines 5 categories of methods that have been used for elicitation: simulations, commentaries, concept mapping & repertory grid, ethnography & case
studies, narratives. As already discussed, withinmy main choice of case study Idecided to use concept mapping as a key elicitationtool because it has been shown to be a useful
Chapter 5: Methodology
76 technique in personal construct psychology. However, interpretive research emphasises the importance of accessing the participants voices so in-depth interviews were conducted with a small sample of students using the concept maps and classroom observations as a stimulus for discussion. These stimulated recall interviews (Calderhead, 1987a) were designed to enable the participants to articulate their own interpretations and perspectives on their concept map and teaching practice. Grounded theor then requires that those interpretations and perspectives become incorporated into [the researcher s] interpretations (conceptualisations) (p. 172).
Due to the iterative process of data gathering and analysis, there was a recognition of the need to be flexible in the research process the use and design of specific research tools and the order in which they were used. A number of changes were therefore made to the original proposal as the project progressed. Justification for this comes from Calderhead and Shorrock whose own research design was influenced b Miles and Huberman s
conception of qualitative research as an interactive and iterative process in which data is collected in response to some initial questions; these data are then reduced and interpreted, and in doing so further, often more specific questions, or questions concerning verification are generated which in turn guide subsequent data collection and anal sis. (Calderhead & Shorrock, 1997:25) A summary of the research design and its relationship to the M.A. study and pilot project is shown in table 5.2 which also attempts to show the iterative process of analysis and constant theory-data interplay mentioned by Strauss and Corbin (1998). The process follows a similar pattern to that described by Calderhead and Shorrock which allows for a preliminary analysis after each phase of the data collection to generate initial conceptual codes which helps to direct further stages of the enquiry. In this instance, analysis of the concept maps and accounts of teaching and learning generated codes that influenced the questions asked in the stimulated recall interviews, and initial analysis of stimulated recall interviews influenced the focus of the data gathering during the school- based phase of the project.
Chapter 5: Methodology 77 Purposes for research tools 1996-7 Masters research 1998-9 Pilot phase 1999-2000 PGCE year 2000-1 1st year of teaching
Methods of data collection and sample size
Provides
information about the context within which conceptions have been formed
Biographical questionnaire (n=34) Biographical questionnaire (n=36) Biographical questionnaire (n=79) Elicitation of images / conceptions of geography Repertory grids
(n=34) Concept mapping (n=36) Concept mapping(n=79) Elicitation of images
/ conceptions of teaching and learning
Q-sort (n=31) Concept mapping and
written accounts of what student might teach and how (n=79) To identify categories and enable selection of smaller, representative sample for in-school focus Analysis of repertory grids using tool developed by researcher Analysis of concept maps using e e-ball technique
Analysis of concept maps using tool developed by researcher open coding
To gain insight into students perspective and a means of validating researcher s interpretation Stimulated recall interviews using concept map as stimulus (n=11) enables students to comment on assumptions I am already making about their practice To generate codes
for further analysis, and to inform focus for observations and post-observation interviews
Initial e e-ball anal sis of stimulated recall interviews open coding
Initial analysis of post observation interviews using NUDIST.
Gathering data that indicates conceptions in action Observations of students teaching geography using observation schedules (n=6) Observation of students on at least one occasion during school experience (n=6) Observation of each NQT 3 times (n=4) Students perspectives on conceptions in action Post-observation interviews (n=6) Post-observation interviews (n=4) Redesign of
research tools Evaluation of repertory grid and Q-sort Evaluation of concept mapping activities Evaluation & rejection of NUDIST To refine coding
system and apply to all interviews; to identify patterns for case studies.
Open coding grouping codes developed earlier into conceptual
categories, continuing to use constant comparison technique 2001-2 Analysis of stimulated recall and post observation interviews suing Word indexing.
Table 5.2: Timeline showing the development of the research design (shaded section shows period of data collection and analysis for this project)
Chapter 5: Methodology
78 All the interview data were then analysed on a further occasion using a tool (Word
indexing and cross-referencing functions see section 6.2.3.2), which generated a
framework for reporting the individual students data in chapters 8-10 and, in turn, enabled the generation of a theoretical model for how beginning teachers develop as teachers of primary geography (see chapter 11). This process seems to closely mirror that described by Lankshear and Knobel of:
1. Applying conceptual codes to the data
2. Grouping sets of like codes into conceptual categories
3. Identifying the properties of each category and locating each instance of a phenomenon belonging to this category along a continuum (i.e. dimensionalizing
the data) (p.311; see also appendix 28)
Miller and Crabtree (1998) provide a further theoretical basis for this approach to data analysis. They describe, and provide diagrammatic representation for, different styles for analysis that work on a continuum of structured and distant (from the data) to open and intimate on one axis, and a perceptual filter that works on a continuum of open to defined on the other axis. My approach seems to reflect the editing analysis style (see Miller and Crabtree, 1998:303) described as one that is more open and intimate than structured and defined and where there is constant referral back to the text while connections between categories are determined through the process of interpretation. Further support comes from Miller and Crabtree s assertion that the absence of significant literature about the question, and the use of interviews argue for a style that is unstructured, fosters intimate contact with the text, and minimises perceptual filtering in the initial anal sis (p.305). Clearly, as the coding system is developed this will act as a filter for subsequent analyses, but there is always the possibility of further revision of this system as required.