Triangulating Teacher Education Programme Surveys: Understanding the Context of your Responses

By:
Ms Sheryl MacMath,
Laurie Baxter,
Dr. Helen Raptis
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Most researchers utilize quantitative surveys when examining student perceptions of their teacher education programmes. Questions focus on student satisfaction and feelings of confidence; however, thoroughness can be a problem. A number of studies, while providing an overview of student perceptions, often lack a programme description leaving the context unclear. This makes it challenging to use these results to inform programme development. Without a thorough understanding of the programme in which students are enrolled, it is near impossible to develop a thoughtful interpretation of their responses, thereby inhibiting their effectiveness for programme revision. To avoid this confusion, we conducted a comprehensive survey, utilizing the collection of both quantitative and qualitative data. Through a parallel analysis of documents, faculty and staff interviews, and spiral surveys, a comprehensive understanding of programme effectiveness emerged. This enabled a thorough comparison between the programme in practice and the student perceptions of that programme, resulting in targeted and informed recommendations for programme revision. Implications for improving the effectiveness of teacher education programmes are included.


Keywords: Elementary Teacher Education Programmes, Student Perception Surveys
Stream: Teaching and Learning
Presentation Type: Paper Presentation in English
Paper: Triangulating Teacher Education Programme Surveys


Ms Sheryl MacMath

Masters Student, Faculty of Education, University of Victoria
Canada


Laurie Baxter

Associate Professor, Faculty of Education Curriculum and Instruction, University of Victoria
Canada


Dr. Helen Raptis

Assistant Professor, Faculty of Education Curriculum and Instruction, University of Victoria
Canada


Ref: H05P0896