In this part of the chapter, the sampling methods used to select the case studies are reintroduced and the case study profiles are presented. Drawing on Braun and Clarke’s (2006) framework for TA, the latter part of this chapter presents a cross-case analysis from the multiple case studies. The TA framework used to analyse the data gathered identified five key themes, namely; 1) partnerships; 2) stakeholders’ perceptions of new ITE programmes; 3) roles and responsibilities; 4) support; and 5) tensions. Drawing on these themes, similarities and
differences across the case studies and participant roles are presented in a cross-case synthesis and discussed in light of the literature reviewed. To aid readers at this stage of the chapter, the key themes identified in the study are illustrated in Figure 17.
Figure 17: Key themes identified from the multiple case study analysis.
Sampling
A hybrid of typical case sampling and maximum variation sampling was undertaken in Stage 2 of the study. Justification for the selection of CSs included the fact that they were similar to each other and would be typical of many other schools “hosting” student teachers on placement around the country. Each CS hosted at least three student teachers on placement, from three different HEIs. Maximum variation sampling was also employed and involved selecting cases from as diverse a population as possible. Cases were selected for displaying different dimensions on demographic characteristics such as size of school, location and categorisation of post-primary school. The differences allowed for preserving multiple perspectives on the changes to SP procedures in post-primary schools. During the sampling process, the decision was made to also include one “outlier” case. This case concerned a post-
110
primary school that had only one PST on placement. Furthermore, it was the school’s first experience of having a PST on placement. The reason for including this school was to improve the analytical generalisability of the study (Flyvbjerg, 2006).
Thematic analysis framework.
The 6-phase analytical strategy (Braun & Clarke, 2006) which was applied using NVivo 11 aided me to go beyond identifying simple thematic statements, supported simply by
quotation. It allowed me to consider how the various themes identified intersect with each other and link back to the research questions, helping to build a co-ordinated network of
understanding. Limitations in space prevented me from reporting in this paper the full extent of the data gathered in this study. The codebook for each stage is included in Appendix V. These themes were drawn on to help frame the writing of the individual case reports and the multiple case study report.
Case School Profiles
Case descriptions were developed using a template devised by the researcher and included information about the: size of school, number of PSTs and interviewee background information (See Appendix BB). For fear that particular schools and respondents could be identified, several details reported in this thesis have been changed in an attempt to safeguard the anonymity of research participants. Notes were taken about interviewees’ opinions about the structure of SUPs and changes to ITE. Descriptions for each of the four cases are outlined below.
Case School 1: Ash Secondary School.
CS1 is an all-girls’ VSS in West Dublin, with 501-800 pupils enrolled. SP is organised by both the principal and DP. There were six PSTs on placement from five HEIs at the time of the study. The principal, Tanya, was interviewed as part of this study and has been in the role for 4-10 years. Two other CTs were interviewed, Thérèse and Trish. There was no SP policy in the school. There was an NIPT mentor on the staff.
Tanya (Principal) would welcome the introduction of a standardised SP timetable. Regarding the introduction of a national database, which would allow schools to indicate the number of placements they are willing to offer prospective PSTs, she stated: “The placement system as it currently operates is not working well. In whatever new arrangements are put in place, it would be very important that schools retain autonomy in offering (or not offering) placements.” Tanya was not aware of the Teaching Council’s intention to seek the views of principals when reviewing ITE programmes. Thérèse, a CT teaching for over twenty-seven years, has had one student working with her over the past few years and when interviewed was sharing four periods a week with one PST. Thérèse would welcome greater support from HEIs:
Oh, I think it would be invaluable and I think the universities ... I’ve been involved (sic) all the universities in relation to this and I think that, the universities, their approach
111
differs considerably. Well that’s the impression I get from the dealings they’ve had with me as co-operating teacher in a school. I feel that their level of support varies and the level of guidance they provide varies considerably, yeah (Thérèse, CT).
The second CT interviewed, Trish, has been teaching for thirteen years and at the time of interviewing was sharing six periods a week with one PST. She has worked with one PST roughly every two years since graduating. On professional development for CTs, Trish notes:
… it would have to be managed in so far as that co-operating teachers don’t end up then with all of this extra work on top of … [pause] some years looking after a very
vulnerable or needy student and you end up then absolutely run ragged between supporting them from 9.00 to 4.00 in school and then perhaps you know you’re having to go to sessions from 5.00 to 8.00 in the afternoon. So, some sort of a once a year in- school training or something like that, and that you were freed up, absolutely. Once it doesn’t start adding to our time because otherwise teachers won’t do it, you know.
Trish stated that HEI expectations of CTs are not clearly expressed or communicated directly to them.
Case School 2: Birch College.
CS2 is a fee-paying school in Dublin, with an enrolment of fewer than 1000 pupils. There were six PSTs on placement in the school from three HEIs. The DP, Larry, has been in the role for less than 10 years and indicated that he would welcome the establishment of a SP national database. Two CTs Leona and Luke, were interviewed. Leona organises SP in the school as part of her assistant principal’s role of responsibility and also interviews prospective PSTs. There is a school policy on SP in CS2, which has been ratified by the Board of
Management. Similar to CS1, there is also an NIPT mentor on the teaching staff. Larry (DP) was not aware of the Teaching Council’s intention to seek the views of principals when
reviewing ITE programmes. Leona (CT) has taught for 18 years and shares three periods a week with a PST on placement in CS2. Leona believes that some HEIs are better than others at communicating their expectations with school-based stakeholders and would welcome greater professional development support from HEIs, stating:
I think a lot of the courses are outside of school time and I think it would need to be something within school time. Teachers are under so much pressure between school work, home life, the Croke Park 33 hours – that may or may not be gone now (laughs). So, I feel a lot of ... I know Hibernian College [name of HEI], there was (sic) forms to fill in and I actually said ‘No, the teachers are not going to do that, that’s adding another few hours onto their workload.’ So, I think if they’re going to offer something it needs to be within the school day and schools need to release the co-operating teachers for that training because I think teachers won’t take up after school. They just don’t have the time.
The second CT interviewed, Luke, has taught for 10 years and was sharing classes with three PSTs. Luke stated that the school’s expectations of him as a CT differ at times from those
112
of HEIs, with him being “less clear” on what is expected of him by HEIs. Concerning
professional development, Luke, states that he would “most definitely” welcome professional development from universities in regard to observation and feedback techniques. Although the term “co-ordinated partnership model” is not explicitly referred to, it is precisely what Luke describes in the following quotation:
I mean what I might think is a good class or what a student teacher might think is a good class their supervisor or inspector might think otherwise so I think there might be room for improvement… [pause] So more or less guidelines and meeting halfway and seeing what are they looking for as an inspector, what’s the goal from the lesson and so on and just to kind of ... so that the co-operating teachers can help along as opposed to the student teacher waiting on that one individual lesson to be examined on. You know if the co-operating teacher could help out maybe it could happen on a more continuous basis as opposed to that individual time when an inspector arrives… I think the co- operating teacher should be the first inspector rather than waiting for the university inspector to come out and I think some of the feedback let’s say, as I said, some correlation between the university and the co-operating teacher would allow that more formal advice at an early stage. And I think it can only but help the student teacher in the long run (Luke, CT, CS2).
Case school 3: Elm Community College.
Elm Community College is a co-educational school, with more than one thousand pupils (Refer to Appendix CC for attitudinal responses given by management at each CS. The DP, Declan, organises SP and has been in the role less than 10 years. Two CTs were also interviewed Dan and Deirdre. This case had more than 17 PSTs from six HEIs on SP during the academic year. In spite of this, no SP policy for PSTs exists in the school. Declan (DP, CS3) was not aware of the Teaching Council’s intention to seek the opinions of principals when reviewing ITE programmes. Nevertheless, he indicated that the review of ITE programmes should form part of the responsibilities of a school principal.
Dan (CT) has taught for seven years and had three PSTs sharing classes with him, meaning that PSTs took his lessons for six hours each week. As a Year Head, this time was welcomed by Dan and facilitated him in carrying out more administrative tasks relating to his role as Year Head. Dan understands his role as a CT from the school’s perspective, but is not clear on HEIs’ expectations of him as a CT. Deirdre (CT) has taught for almost 20 years and was working with two PSTs. She is also an NIPT mentor. She expressed that she was not fully clear on what was expected of her as a CT, noting:
I think you’d have an idea maybe of what you’re supposed to do but there is no set sort of guidelines or a procedure or you know you have to do a, b, c and d. We were never given any sort of clarification… I would prefer that it was a little more structured and maybe that there would be preliminary meetings beforehand to say you know this is what we would envisage would happen over the year or even if they were guidelines rather than set pieces that you had to do.
113 Case school 4: Oak Post-Primary School.
Oak Post-Primary School is a co-educational ETB school in Co. Wicklow, with fewer than 800 pupils. The DP, Gavin has been in the position for less than ten years. This case study represented the outlier case study, with only one PST being on placement, furthermore, it was the school’s first experience in almost twenty years to have a PST on placement in the school. There was no policy on SP in the school, but there was an NIPT mentor on the staff. Gavin (DP) indicated that he would welcome the establishment of a national database, through which schools could submit the number of placements, in specific subject areas that they are willing to offer for the following academic year. Gavin was not aware of the Teaching Council’s intention to involve a sample of principals in the evaluation of ITE programmes and indicated that they should not play a role in such evaluation processes.
Gillian, has worked in CS4 since graduating in 1997 and was working as a CT for the first time in her career when interviewed for this research study and was sharing seven periods a week with a PST. As a newcomer to SP, Gillian would welcome greater guidance from HEIs with the “transition” from teacher to teacher educator. Concerning allowances for CTs, Gillian responded as follows:
Yeah well, time because I know they’re taking your class, you now have less time in the classroom but you don’t really because you’re still involved and like it’s not where you’re going to be gone on somewhere else, you’re still ... that’s your class at the end of the day, you’re responsible for them. So maybe if there was some allowance in time because you do ... even to stay back after a class and meet the teacher and speak to the teacher and maybe even plan out maybe things … maybe that he could improve on or I could include in my lessons from now. So, I suppose a little bit of time but whether that will be possible from a timetabling point of view.
114
Table 14: Profile of case study schools and interviewees. Case School type No. of
pupils No. of PSTs No. of HEIs Organisers of School placement Interviewees Case School 1 – Ash Secondary School (Dublin) Voluntary secondary school All girls’ school. 501- 800 6 5 HEIs • Principal • Deputy principal • Principal- Tanya • CT 1- Thérèse. • CT 2 - Trish. Case School 2 – Birch College (Dublin) Fee-paying. Fewer than 1000 6 3 HEIs • Post- holder • Deputy Principal - Larry • CT 1 (Post- holder for SP) – Leona. • CT 2 - Luke. Case School 3 – Elm Community College (Kildare) Education and Training Board (ETB). Co- educational school. 1001+ 17 6 HEIs • Deputy principal • Deputy Principal - Declan. • CT 1 - Dan. • CT 2 - (NIPT mentor) - Deirdre. Case School 4 – Oak Post- Primary School (Wicklow) ETB Co- educational school. 501- 800 1 1 HEI • Principal • Deputy principal. • Deputy Principal - Gavin. • CT -Gillian.
115
Cross-case Synthesis
As noted earlier, five key themes were identified using a framework for TA (Braun & Clark, 2006). A cross-case analysis of the four CSs was then conducted, drawing on these identified themes. Cross-case conclusions are drawn, with the main and guiding research questions being central to the multiple-case study report. Key features of the report include a retelling of specific stories related to the perceptions, attitudes and experiences of case study participants that were conveyed during data collection, as well as comments highlighting issues directly related to the research questions. Each issue is developed using quotations and
quantitative data from Stage 1, with similarities and contrasts in the data collected being highlighted. The cross-case synthesis outlining the major and sub-themes of the study is outlined in Table 15. The information shown below merely depicts the number of references made about certain topics or concepts across the four CSs.
Table 15: Cross-case Synthesis of Case Schools - Major and sub-themes.
The data will now be examined in light of the key themes with several sub-themes coming to the fore as being of concern or interest to the cases involved in this study. The meta-inferences presented in the report below are drawn from the research findings and compared with results from other research studies already presented in the Literature Review chapter.