Educating Future Teachers Innovative Perspectives in Professional Experience

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Data Collection and Analysis

SurveyMonkey™ was used as a platform to create five comparable surveys. The
survey questions sought to collect data from participants related to their:

• Demographic details


• Evaluation of the new developmental assessment rubric, self-assessment and
  goal-setting processes using a five-point Likert scale


• Perceptions about the use of the developmental assessment rubric, self-
  assessment and goal-setting processes using open-ended questions


• Perceptions of the most significant changes that occurred as a result of the
  innovation
  Section 4 of the survey was restricted to teacher educators, school coordinators
  and supervising teachers and was to be completed if these participants had experi-
  ence with the university’s professional experience supervision prior to the introduc-
  tion of the rubric and new process. The surveys were distributed via a link identified
  in an email. Participants were encouraged to complete the survey within 1 month.
  When the surveys were closed, the data was cleaned to remove incomplete and/or
  duplicate entries. This resulted in a small number of surveys being removed from
  the dataset. In the reporting of the findings, qualitative statements made in anony-
  mous surveys and focus groups were included. No identifiers were given in order to
  preserve the anonymity of participants.
  Elaboration of the survey responses was sought through conversations in two
  focus groups of 12 teacher educators. Teacher educators were chosen for the focus
  groups as their perspective of the process as a whole was of particular interest in this
  study. These participants had long-term prior roles as classroom teachers and school
  leaders and were experienced teacher educators. Some were also employed as
  casual academic tutors within the teacher education program.
  Table 9.2 identifies the five participant groups and the survey completion statis-
  tics. A limitation of the study was the small percentage of preservice teachers’
  responses, especially from those in the fourth year.

Table 9.2 Survey participants and number of completed surveys

Target group

Total number of

target group

No. of completed

surveys

Percentage of surveys

completed

Fourth-year teacher

educators

40 15 37.5%

Fourth-year school

coordinators

105 23 21.9%

Fourth-year supervising

teachers

206 89 43.2%

Fourth-year preservice

teachers

206 13 6.3%

Third-year preservice

teachers

105 20 19.0%

9 Using a Developmental Assessment Rubric to Revitalise Stakeholder Conversations...