Excerpt from Article Analyze:
Pupil Technology Teachers’ Values and Assumptions: The way they Impact on Educating Practice” by Wendy L. Dow. The analysis that Dow conducted engaged a phenomenological evaluation of student teachers’ experiences of learning which will led to her conclusions about the set nature and structure expertise. Even though the study methodology was unorthodox and limiting in a few respects, the analysis findings seem to support Dow’s conclusions concerning teacher education courses.
The research methodology left from the norms that typically use complex semi-structured interviews or pencil and newspaper measures to explore epistemological beliefs. Instead, the study used complex analysis of third-year students’ reflective publications over the course of a university term. While this kind of departure through the accepted methodology had the advantage of accessing a record of the students’ independent and voluntary reflections on their improvement or lack thereof, it raises inquiries about the study findings. The content does not present enough information within the similarities and/or differences involving the two methodologies to enable drawing any conclusions about their importance.
The remainder in the study design and style was well-constructed, in particular the mechanism to elicit college student reactions in exploration of epistemological beliefs. Simply by introducing an occasion constraint rather than allowing sufficient time for powerful completion of their particular assigned tasks, Dow increased the value of pupil collaboration to complete the assigned activity. This manipulation of job requirements elevated the likelihood that students would be motivated to supply the needed study data, thereby evolving the study plan.
Similarly, determining the refractive journal like a tool to assist with the examined element, the reflective evaluation, also performed to advance the analysis goals as well. Because the record was to provide to “inform the evaluated essay” (Dow, p. 56), the likelihood that students presents accurate and useful data was elevated.
One critique of the study methodology that may not end up being well-founded, but which should be made, may be the analysis in the journals employing Interpretive Phenomenological Analysis (IPA). Interpreting the journals in the wider context of the students’ experience for the degree training course sounds somewhat subjective; 1 wonders when a different specialist would have reached the same realization, given a similar data to analyze and translate. Dow was, of course , aware of this potential criticism as well. She left a comment that “Care was taken at each level to ensure
