The research design is based on the researcher’s own experiences as a music teacher. Maxwell (2005: 16) wrote that this has one great advantage – motivation. In the planning of this research, it was important to distinguish between methodology and methods, approaches and instruments, styles of research and ways of collecting data. The decision on which instruments (methods) to use was based on the decision of which kind (methodology) of research was to be undertaken. Both practical and intellectual goals form part of this study (Maxwell, 2005: 21).
The researcher followed a mixed-method approach that includes both qualitative and quantitative data gathering instruments. Mixed-methods research recognises, and works with, the fact that the world is not exclusively quantitative or qualitative and it recognizes that a single approach on its own will only yield a partial understanding of the phenomenon that is investigated. According to Johnston and Christensen, the fundamental notion upon which mixed research is built is that it recommends a researcher to attentively and strategically blend, or combine, both qualitative and quantitative research methods, approaches, procedures, and concepts in such a way, that an overall design with complementary strengths and non- intersecting weaknesses is constructed (2012: 51). In this study the sequence of research was done concurrently with the aim of addressing the research questions (Bryman, 2008: 31 & Johnson and Christensen, 2012: 50).
The purpose of mixed-method research is to verify theory. It allows the researcher to simultaneously answer research questions in a confirmatory and explanatory manner. Therefore, it verifies and generates theory simultaneously in the same study (Tashakkori & Teddlie, 2003: 15). Johnson and Christensen felt that mixed- method research requires understanding of the subjective, inter-subjective and objective realities in our world (2012: 36). They advised that researchers strategically and carefully combined qualitative and quantitative research methods, procedures and other paradigmatic characteristics with the aim of finding complimentary strengths and non-overlapping weaknesses in their research design (Johnson & Christensen, 2012: 51).
83 In educational research, having the multiple perceptions, models and research methods is viewed as a strength (Johnson & Christensen, 2012: 51). It is advisable to collect various sets of data with the use of different research methods (interviews and surveys).
A mixed-method approach works beyond quantitative and qualitative exclusivity, and in the pragmatist paradigm. In a pragmatist design, both numeric and narrative approaches to data are necessary and relevant to meet the needs of the research. Pragmatism is practice-driven, rather than idealistic, and it argues that there may be both singular and multiple versions of the truth and reality, sometimes subjective and sometimes objective, sometimes scientific and sometimes humanistic (Cohen et al., 2011: 23).
Methodological diversity, rather than affinity to a single theory, enabled the researcher to identify and rectify errors characteristic of single approaches. It also enabled meanings in data to be investigated, validation and triangulation to be practised, richer data to be collected, and new modes of thinking to develop where contradictions between two individual data sources were discovered. (Cohen et al., 2011: 23).
This study was conducted in three stages and a range of methods were used:
1. A survey questionnaire of the perceptions and experiences of subject music teachers and music examiners.
In this stage, teachers who are currently involved in the parts of, or the entire subject of Music in the secondary schools in the Nelson Mandela Metropolitan area (or who have recently worked in this province), were given a survey that investigated their perceptions and experiences on different levels. Examiners who had the opportunity to interact with teachers and pupils over the last number of years, were also included in answering a questionnaire about their experiences and observations.
2. Semi-structured interviews with university lecturers.
In this stage, university lecturers were interviewed using a semi-structured interview process in order to investigate the content, effectiveness and decision-making that resulted in the creation of the current pre-service music
84 teacher training programs at the Nelson Mandela Metropolitan University in Port Elizabeth.
3. Semi-structured interviews with the heads of Music Departments at schools. These teachers were identified for one, two or all of the following reasons:
They were in charge of, mostly, less-experienced music teachers and have a wealth of knowledge about the challenges facing novice and more experienced teachers who are responsible for teaching music as a subject in the FET band in South African secondary schools. They were also competent in commenting on the support available to music teachers from various sources.
They were themselves involved in the teaching of music as a subject and have first-hand experience of the challenges presented by changing curricula and the impact of pre-service teacher training courses.
Some of these teachers were not only the head of the Music Department, but also the only music teacher at a secondary school teaching Music. This revealed much data about the work-lives and experiences of these teachers.
The qualitative approach is observed in the aim of seeking the “insider” perspective of a cross-section of the chosen population – the music teachers and teacher trainers in the Nelson Mandela Bay Metropolitan Municipality. The researcher sought to understand and describe the feelings, beliefs and the perspective of experts and teachers who are currently involved in music education in this population. However, qualitative research has certain confines and limitations as explained by Vermeulen (2009: 3-8). The quantitative approach was incorporated into this study by designing a number of questions that were included in both the interviews, as well as parts of the survey. The reason for the inclusion of quantitative data, is because it is viewed to be reliable and valid and gives precise, consistent measures of the same “objective” truth. The purpose of these questions was to give nominal measures to certain important aspects of the data, in other words meaning is given to the words, behaviours or documents as interpreted through quantitative or statistical analysis.
85 The use of questionnaires and semi-structured interviews in this study allowed for the collection of data from teachers, lecturers and other important education specialists. After completion of the data collection and analysis stages, the results contributed to the solving of the research questions.
Figure 2 (below) illustrates the research design for this study as envisioned by the researcher:
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