Methodology and data collection

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Chapter 3 Stakeholder Views, Practices and Experiences

3.1 Methodology and data collection

Before turning to the findings of this study, I will briefly discuss the research methodology. In order to address the third research objective to “explore stakeholder views, practices and experiences of training and support in the FAPLG preschool programme”, I adopted a case study strategy and gathered data from various sources to help create a “three-dimensional picture” Biggam 2008:230 of the case under scrutiny. By using this multi-method and multi-source approach, I hoped to achieve effective triangulation by comparing and contrasting data from different angles, thus capturing a picture of teacher training and support with both depth and breadth. As the focus for this study, I chose the Guerguiko Association for Language Development and Promotion ADPLG, one of six community-based literacy associations running preschool within the regional FAPLG structure. The Guerguiko community of roughly 25,000 live in 20 rural villages surrounding the main mountain of the Guera region. Appendix C shows a map of the area. ADPLG started MT preschool classes in 2006 and now runs 15 classes. I gathered data from ADPLG’s preschool teachers and literacy support staff 3 teachers, one coordinator and two supervisors, seven regional FAPLGSIL literacy support staff, and project documentation. I incorporated the views and experiences of local and regional staff in an attempt to gain insights from their breadth of experience and to form a well-rounded perspective of FAPLG preschool. In early 2013 I undertook two research visits in order to gather data through classroom observations and semi-structured interviews. During the first visit I spent a morning 8–11am with each teacher observing lessons, followed by a semi-structured interview with the teacher, facilitated by an interpreter. I held individual interviews with local staff. On the second visit, I observed only two teachers, since the third teacher was absent. By returning to each class a month later, I could gauge children’s progress and scrutinise significant issues emerging from the first visit in greater depth. I held follow-up interviews with all three teachers, and a group discussion with the local staff. I conducted seven interviews with regional support staff between January and March 2013. I collected a range of project documentation, including teaching resources, training resources and project reports. Appendix D shows the ethics and background information form. Appendix E summarises data gathered and appendix G shows a sample interview schedule. A fuller discussion on the methodology used is provided in appendix F. Data collection was constrained by factors such as the availability of time and resources, the need to work through an interpreter in interviews and observations, the availability of relevant staff and the challenges related to the geographical situation of the Guera region where the research was conducted. I made every effort to work constructively within these constraints. The remainder of this chapter outlines the main findings of this research and evaluates the FAPLG training and support framework, as summarised in appendix H, as a means of accompanying teachers in improving their knowledge, skills and attitudes.

3.2 The value of previous experience