Sorrel Penn-Edwards

Human factors affecting the use of video recording methodology in qualitative research

Abstract The almost unlimited capacity of video to record visual images under wide ranging conditions has ensured that it has become an indispensable agent in research, particularly for qualitative investigation. Like other research tools its use is bound by the methodology and its physical limitations. Unlike quantitative investigation however, its efficacy is dependent on the influence of human factors on the processes of data collection, analysis, and interpretation. The scientific and practical implications for good practice in qualitative research are discussed and a working framework, the outcome of the author’s phenomenographic work, proposed.

A dialogic about using Facebook status updates for education research: a PhD student's journey

Facebook status updates provided the data for a study about the transition learning experiences of 1st-year university students. Strict ethical guidelines were proposed by the PhD researcher from the outset of the study. Anonymity was considered important for the approved ethical clearance for both the university and the participants. Phenomenography was adopted and adapted for the study because it both conceptually and methodologically managed anonymity as well as questions of authenticity. An ethical dilemma arose during the research because the archival parameters were expanded by the researcher to allow the collection of data from the participants’ network. Questions of consent in an online space and how to report findings, which included data from people unaware of their involvement in the research, needed to be considered.

Developing the Inner Teacher: Guiding the Reflective Practice of First Year Preservice Teachers

Abstract First year Australian Initial Teacher Education students are at a high risk of not completing their studies, particularly in the transition into their tertiary studies in first year, and then if achieving graduation, many are likely to leave the profession in the early years. While the reasons vary, it is known that early departure from a career in teaching can signal a lack of personal resilience and emotional coping skills. As teacher educators, we aimed to ameliorate this through using an intensively reflective first year course curriculum to assist preservice teachers in developing these essential qualities and skills. Our curriculum adopts a framework of self managed learning and personal growth through immersive reflective practice leading to the development of a personalised pedagogy of self. In line with these tenets, our curriculum story unfolds through the reflections of first year preservice teachers and academic staff teaching into this first year course.