Methodology And Methods Of An Methodology

Interviews were utilised for the data collection, as Addo (2013, p. 197) says that these can aid researchers in exploring the participant’s experience with the phenomenon of interest. The researchers

The sequence of data was used so that in=dept information are able to be retrieved from the participants and also be able to confirm or disapprove some of the claim retrieved from the first method used. Interview creates an opportunity to collect data on the view of beginner teachers on their experiences on their practices in the classroom. Observation and document analysis was on the actual classroom practices. Each school was visited 4 times where the first visit focused n the introduction of the study to the school.

There are two types of collecting data for research, which are qualitative and quantitative research. Qualitative research is used to gain a thorough explanation about a phenomena, and ‘is normally recognisable via the use of methods that include, at least, in-depth interview and group-moderation techniques’ (Bailey 2013)

Phenomenological interview limitations may appear due to the researcher’s lack of experience in conducting interviews (Downey, 2015); which may interfere with the researcher’s focus and intentionality (Ashworth, 2017). Limitations may occur with the relationship between the researcher and the interviewee, including power struggles which might affect trust and honest participant reflections (Boucher, 2017). Further, time limitations could impede upon a participants deliberation process during the interview process (Downey, 2015). If a researcher is to understand the essence of a phenomenon; a suspension of judgment is required during participant interviews (Ashworth, 2017). Additionally, the researcher will need to be extremely attentive to experience the study through the participants’ eyes (Kelley, 2016). Individuals may choose not to answer every question, which is acceptable; yet, missing data can also become a limitation to the study. However, if enough participants do not answer the same question, the question might need to be reframed or removed; additionally, secondary data, such as technical reports, white papers or additional publications might be necessary to validate the research question (Johnston, 2014).

The method I chose for this analysis is in-depth interview. This ethnographic method will be best because it allows me to understand an

People spend a significant part of their lives listening and talking, that is the main reason why conversation is regarded to be the most generalised form of talk that concerns both speakers and listeners and it is contemplated to be the essential ingredient in co-operative undertaking (Wardhaugh, 1985). Conversation is informal talk involving two or more people and interviews are a particular type of conversation. Interviews are regarded as meetings at which a journalist asks questions in order to find out the interviewee’s opinion. This is an assignment that analyses a telephone interview, so there is an absence of eye contact, body language or facial expressions that are attributes of a ‘live’

Face-to-face interviews will be interview guide approach where there will be an outline of topics and issues that the interviewer will cover with the participant (Babbie &Rubin, 1993). Having an outline it allows the researcher to compare responses between participants and it reduces the interviewer biases (Babbie & Rubin, 1993). An outline is constructed where it will guide the researcher with the participant from one concern to another but in a conversational approach (Babbie & Rubin, 1993). Moreover, a study without any set structure the researcher and participant can get side tracked and not answer the questions needed for the study research. The length of the interview will be approximately thirty minutes, but there will be no time restriction. The information will be recorded similar to a focus group, with a recording device and notes occasionally. Before analyzing the data, the researcher will examine his or her “own thoughts and feelings” because it’s a crucial process in understanding the participants (Babbie & Rubin, 1993, p.

Participant will understand that participation is voluntary and that they are free to withdraw or decline to participate in this exercise, however, it is also important for the researcher to ensure that interviewees to have the confidence to articulate their feelings (Oliver 2003). At the beginning of the interview, the researcher will first explain to the teacher participant about the context of the interview; its purpose and estimated duration of the research. They have the right to ask for clarification at any point of the exercise and inform the researcher if they feel uncomfortable about any procedure in the process of the

These two guides covered many topics that related back to the research questions. The authors listed examples from the interview guides that do support the qualitative nature of this study. The examples were all open-ended questions meant to develop dialogue between the investigator and the interviewee.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research - An Introduction (A. E. Burvikovs & E. Reily Eds. Pearson International Edition, 8th ed.). Boston: Allyn and Bacon.

One advantage of a semi structured interview is that in the case of participants who tend to answer questions briefly, the interviewer can ask more open ended questions and cater the structure of the interview for the participant. The interviewer has a choice of which order to ask the questions in and how to ask them. For instance, in the transcript for the interview, the interviewer is being provided with one sentence yes/no replies in the beginning. Then, a few questions later, the interviewer asks a more detailed question that asks the participant how they manage their diabetes and who helps them. This prompts a more detailed response from the participant, who has now been asked to speak more freely about their experience with diabetes. Furthermore, for semi-structured interviews, the interviewers can follow what the participants are saying and modify their questions accordingly. The interviewer can be prompted by something the participant has said, and explore that prompt further in their proceeding questions. For example, when the respondent states that they do their own finger prick blood test, the interviewer then explores that deeper by asking follow up questions such as what equipment the participant uses and the difference in their own materials versus the hospital’s. Furthermore, in a semi-structured interview, the participant might bring up interesting points the interviewer had not come across in their

Additionally, Harvey makes an argument for the type of questions and the sequence of those questions. Close-ended questions restrict the answer on behalf of the elite. This does not give the elite the opportunity to explain their reasoning, nor their thought process. This question type provides qualitative data. Closed-ended question provides qualitative data in some cases. The interviewer is typically in search of both data sets. To achieve both, the sequencing is important to not upset the interviewee and achieve the goals of the interviewer. Tough and very personal questions are also recommended to be asked during the middle of the interview. This gives the interviewee time to relax and the relationship with the interviewee to be established. The final point made by Harvey is the format of the interview. Interviews can be conducted face-to-face, over the phone, or through a questionnaire. Each has their respective strengths and weaknesses. Face-to-face interviews provide the opportunity to analyze body language, and tone among other visual cues. However, the interviewee is restricted by timing and geographical constraints.

Whereas a structured interview follows a standardised format, in an unstructured interview the interviewer has complete freedom to vary the interview. Supporters argue that this brings a number of important advantages. Such as, rapport and sensitivity, the interviewee's views are clearer, the ability to check understanding, flexibility and the ability for the interviewer to explore unfamiliar topics. However, there are multiple disadvantages to using unstructured interviews in sociological research. Such as, practical problems, which include, time and sample size, training, and interpersonal skills, there are also issues with representativeness, reliability, quantification and validity.

We began the interview and recorded all their answers through a recording device for a more profound analysis in a better environment. We used a semi-structured interview study for our research. We conducted this type of interview because we wanted the patient to feel comfortable in the interview. But aside from that, we also wanted to follow the protocol during the interviews to gather all the information we needed. Consent was obtained from all the participants.

METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to