In February 1999 a questionnaire was administered to the whole
first year cohort of the Diploma in Education Primary (DEP) students. The
original intention was to select a small but representative group from the
cohort and monitor their experience through the first half of the programme.
With this in mind, thirty-two (32) student teachers were initially selected
using a stratified sampling technique. However, only twenty-seven agreed to
participate in the study. In selecting the sample a number of factors were
considered: their COSC grades (to ensure a wide range of performance standards),
gender (one -third males and two-thirds females) and the location from which
student teachers came (Highlands, lowlands, urban and rural).
These students were asked to write an essay about their
perception of good and bad teachers. This data was analysed and the findings
reported elsewhere (see Lefoka et al,