Chapter 3: Research Approach, Questions, Assumptions,
In view of this integrative, complex picture, how can variables of personality and professional quality be measured and isolated from one another; how is it possible to assure that specific factors are the cause of these students' improvement and not other factors such as their college training, families' support, friends and peers, or their natural professional growth. Furthermore, the phenomenon of LD in higher education would be better understood as part of the students' past experience in school as some of them chose to reveal.
Constructivist - another unique feature of the qualitative method is the way the investigator interprets the reality investigated. The researcher explains it on the basis of negotiations with his study's participants (by interviews, observations and questions) (Shkedi, 2006; Shlasky & Ariely, 2006; Sabar &
Dargish, 2006; Shlasky & Alpert, 2007; Creswell, 2009; Merriam, 2009). He assumes "that individuals develop subjective meanings of their own experience…the research relies on the participants' views and their own understanding of the situation studied" (Shkedi, 2006; Creswell, 2009).
Moreover, the qualitative explorer looks for new insights according to his interpretation and understanding (Shkedi, 2003; Shlasky & Ariely, 2006; Sabar
& Dargish, 2006; Shlasky & Alpert, 2007; Creswell, 2009; Merriam, 2009).
In this research using interviews as the main tool, I revealed the participants perceptions as to the phenomenon of student-teachers with LD in practicum, by asking questions and explaining their answers according to my better understanding. These interviews revealed the participants narratives of their lives (in the case of student-teachers with LD), or their LD student-teachers’
lives (in the case of supervisors - mentors or tutors).
Narratives – are part of the constructivist approach. In the last two decades, the narrative in the qualitative study is considered a common way of investigation in social research (Squire, Andrews, & Tamboukou, 2008). The narrative-constructivist approach assumes that the most complicated and rich experiences and phenomenon in life are presented through stories and narratives told by people who experienced these events themselves (Shlasky & Ariely, 2006; Shlasky & Alpert, 2007; Creswell, 2009; Merriam, 2009). These stories are assumed to be individual internal representations of events, thoughts and feelings – to which narratives give external expression. In these stories one can trace the impact of social factors on actions and thoughts. (Squire, Andrews &
Tamboukou, 2008; Babbie, 2010).
The researcher wishes to understand the events just like those who participated in them, ascribed to a social or human problem; consequently subjectivity is not considered a disadvantage. The most powerful way to understand people and
their way of life is watch, speak, listen and participate in their natural environment. The purpose is to capture multiple perspectives on events (Shkedi, 2006; Shlaski & Alpert, 2007; Corbin & Strauss, 2008; Creswell, 2009).
In my research, the findings are mainly based on participants' narratives as told by them in the interviews. They chose the narrative-biographical strategy to present their own stories about themselves, or about students they supervised.
The narrators in this study included student-teachers with LD themselves, their tutors in college and their mentors in school. All narratives involved at least one story about a student-teacher with LD, and each of the narrators told the story from his point of view describing the student's problems and ways of copping.
Different researchers would run into different conclusions while exploring the same events, even when using the same data and tools. The meaning I attached to the reality in my study might be different from that given in another study, in the very same field. My observation notes of lessons carried out by these student-teachers, the support center's protocols, and the interviews, all together constructed the meanings I revealed.
The narrative researcher uses the narrative as a method to support a possible change in society caused by individuals and collectives (Squire, Andrews & Tamboukou, 2008; Babbie, 2010).
The approach to LD and to student-teachers with LD went through many social and regulatory changes. In my research I present the problems of student-teachers with LD aiming at improving and enhancing their chances.
Apart from the above reasons, the research questions are framed in such a way that it's best to answer them by choosing the qualitative-constructivist approach (Corbin & Strauss, 2008).
2. Research Questions General Questions
Some general questions which came up in the face of the growing number of student-teachers with LD:
- How should the college prepare for the training of this population?
- What are the mutual actions and interactions between these students and people they meet during their training period (peer colleagues, tutors, mentors, other teachers, and college staff)?
Thinking about it further, I changed the general questions to more operative, specific questions:
- What is the empowerment process of student-teachers with LD in practicum?
- How does this empowerment process unfold and develop?
After reading theoretical material about 'empowerment', and looking at the interviews, the research questions were refined.
The Final Research Question
What factors, in campus and school, could contribute to the success of student-teachers with LD; which factors are dependent on the students themselves and which depend on their tutors and mentors?
3. Basic Assumptions
1. Students with LD have special needs.
2. These students are able to cope with difficulties in college.
3. They can cope with difficulties within the school setting during their practicum training stages and later while working.
4. Informed support by their training staff is crucial for these students' success.
4. Research Goals General Goals
To provide an overview of the difficulties of college students with LD and the ways to cope with these challenges more effectively.
Specific Goals
1. To define the difficulties of students with LD and their impact on their performance.
2. To focus on ways students with LD can deal with their own problems in practicum.
3. To shed light on ways their tutors and mentors can enhance students' success.