Well, here I am enjoying spring in Canberra, just awesome! While I dream of being out there lying down under a beautiful wattle , I try to focus and keep developing my methodology.
Well, though my project has taken shape and I have made decisions towards the research design, questions about methodology and methods still haunt my mind: What kind of data do I need for my study? How do I collect data that will be the evidence for my study? How is the research design alligned to research question and my theoretical approach?
Though I have described and justified a research design to my study, why do I feel so certain about uncertainty?
My study is a qualitative research which will explore EFL teacher education in Chile. As a qualitative research project , it will study EFL teacher education in its natural setting, specifically in a university program in Chile. It will make sense of how pre-service teachers engage in learning how to teach EFL examining their actions, motives, mediating tools and the contradictions within the activity.
This is a qualitative research which will explore EFL teacher education in Chile. As a qualitative research project , it will study EFL teacher education in its natural setting, specifically in a university program in Chile. It will make sense of how pre-service teachers engage in learning how to teach EFL examining their actions, motives, mediating tools and the contradictions within the activity.
This research project can be classified as a case study as it explores a very specific phenomenon: EFL teacher education in a particular context:in a Chilean university program. The unit of analysis is the activity of how pre-service teaches learn how to teach EFl and the study searches for an understanding the particular case, in its idiosyncrasy and its complexity.
Using a cultural historical activity theory perspective, the research will firstly analyse the historical origins of EFL teacher education in Chile and specifically the historical changes in the institution where this study will be located. It will focus on how learning how to teach EFL in Chile has evolved in terms of its artifacts and goals of the activity.Policies, standards and curriculum of the local context will be examined.
Second, pre-service teachers, teacher educators, teacher mentors, head of the program/administration will be interviewed. The interviews will elicit what each sees to be the object of the activity, its goals and motivation.
Third, focus group discussions with pre-service teachers will be carried out. The discussions will bring up the shared understanding of the activity and the contradictions.
Fourth, observations of pre-service teachers teaching or acting in the schools assigned to do their “teaching practice” and interactions with teacher mentors, and in the local context. Fieldnotes will be generated from these observations to unfold the actions that enable or impede pre-service teachers engage in the activity of learning how to teach.
Interviews and focus groups discussions will illuminate if the participants share their understanding of the object of this activity. Observations of pre-service teachers teaching and interacting in the schools assigned to do their “teaching practice” and observations of pre-service teachers meeting with their teachers mentors will be collected. Observations will uncover the object as it emerges in the activity to teach. Interviews,discussions and observations will be fully recorded and transcribed.