Teaching Practice at the National Teacher Training College in Lesotho (CIE, 2001, 49 p.): Chapter 2: Research methods: 2.1 Design

Teaching Practice at the National Teacher Training College in Lesotho (CIE, 2001, 49 p.)

(introduction...)

Multi-Site Teacher Education Research Project (MUSTER)

List of Acronyms

Abstract

Chapter 1: Introduction

(introduction...)

1.1 Rationale

1.2 Research Questions

Chapter 2: Research methods

2.1 Design

2.2 Pilot testing the instrument

Chapter 3: Background to the Study

3.1 Introduction

3.2 The history of the NTTC Internship Programme

3.3 The 1987 Report: Stakeholders' Perception of NTTC Internship

3.4 The Hopkin Report of 1996

Chapter 4: The Structure and Organisation of Teaching Practice at the NTTC

4.1 Introduction

4.2 Descriptive Overview

4.3 Teaching Practice Preparation (TPP)

4.4 College/Schools TP arrangements

4.5 Placement

4.6 Orientation

4.7 Teaching Practice Assessment

Chapter 5: Teaching Practice in Action

5.1 Introduction

5.2 Supervision

5.3 Experiences in Schools

5.4 School and College Partnership - cooperating teachers

Chapter 6: Lecturers' and Student Teachers' Perceptions of the NTTC Teaching Practice

(introduction...)

6.1 Perceptions concerning the Duration of the NTTC Teaching Practice Period

6.2 Teaching Practice as a Learning Process

Chapter 7: Concluding summary and discussions

(introduction...)

7.1 The nature of the NTTC teaching practice and its relationship to the rest of the programme

7.2 Practical and organisational aspects of TP

7.3 The Way Forward: some specific suggestions

References

Appendix 1: Questionnaire for PTC IIIS

Appendix 2: Questionnaire/Interview Questions - NTTC Lectures

Appendix 3: Interview Questions - Internship Coordinators

2.1 Design

This study used three approaches for data collection: document analysis, questionnaires, and interviews.

2.1.1 Documents

Baseline data was collected from the studies undertaken previously by individuals and by the Ministry of Education through commissioned projects. Document analysis provided, among others things, background information, some of the findings and summaries of recommendations made.

2.1.2 Questionnaires

The second approach to collecting data was through the use of questionnaires. One was administered to the third year students enrolled in the Primary Teachers' Certificate (PTC) programme. Ideally, the questionnaire would have been administered to the Diploma in Education (Primary) (DEP) student teachers, the group that MUSTER was focusing on. However, due to the fact that the DEP was in its first year of implementation and students had not been on TP, the Research Team decided to survey the PTC students, who had completed their teaching practice programme in the second semester of 1998. All 121 students on the course responded to the questionnaire.

Secondly, a short questionnaire was administered to lecturers with 10 years experience of working in the College. These lecturers represented the following core courses: Professional Studies, Science, Mathematics and English. Although only 8 of them responded to the questionnaire, this did not affect representation of the four core subject areas because there were respondents from each one of them.

2.1.3 Interviews

Key informants such as the Teaching Practice Coordinators, responsible for primary and secondary teaching practice respectively, and some of the lecturers were interviewed using the focus group interview approach.