|Teaching Practice at the National Teacher Training College in Lesotho (CIE, 2001, 49 p.)|
|Chapter 2: Research methods|
This study used three approaches for data collection: document analysis, questionnaires, and interviews.
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.
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.
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.
The questionnaire for student teachers was pilot tested with 10 STC student teachers who had also been on teaching practice at the same time as the PTC group participated in this study.