163The project is based on an interpretivist case study approach in which ‘researchers
do not seek to find universals in their case studies. They seek, instead, a full, rich
understanding (verstehen) of the context they are studying’ (Willis, 2007 , p. 240).
The case study approach enables the boundaries of the research to be demarcated,
and case studies are a means of developing richness and detail – in short, depth
(Denzin & Lincoln, 2011 ). This research builds from three key features of case
study research:
- It enables researchers to gather in-depth data in authentic sites.
- It is a holistic approach that is aligned to the belief that social practices are best
understood in their specific context - Research can be framed inductively, that is, by building findings rather than by
deciding hypotheses in advance (Willis, 2007 ).
Employing a case study approach enables us to focus on the impact of the T3 on
the learning culture, the beliefs and the attitudes of the participants involved in the
school placement experience (preservice teacher, mentor teacher, clinical specialist
and teaching fellow). Using rich data enables us to build new theories around guid-
ing and supporting preservice teachers during their professional placement.
Data Collection Methods
Our research used a multiple-method approach of data collection. Fossey, Harvey,
McDermott and Davidson ( 2002 ) argue that the use of multiple methods of data
collection adds strength to the quality of the research, as it is consequently informed
with a greater breadth of knowledge and depth of understandings. Two methods of
data collection were used to draw on the perspectives of participants. These were
surveys completed by mentor teachers and preservice teachers and interviews with
a focus group comprising teaching fellows and clinical specialists.
Prior to the collection of data, participating mentor teachers, clinical specialists,
teaching fellows and preservice teachers attended a professional development ses-
sion to learn how to use the Teaching Tracker Tool during school placement. Eighty-
nine teacher educators (mentor teachers, clinical specialists, teaching fellows) and
45 preservice teachers attended. Subsequently in schools, the mentor teachers, clini-
cal specialists, teaching fellows and researchers observed lessons taught by the pre-
service teachers using the T3 to record observations. After using the tool during
placement, mentor teachers and preservice teachers were surveyed to gather their
perceptions of its usefulness through open-ended questions. The survey also asked
the participants’ views on whether the T3 provided a way to foster collaborative
discussion and learning around a pedagogical problem or issue. In total, 34 mentor
teachers and 21 preservice teachers responded to the survey. Preservice teachers and
mentor teachers were surveyed at the conclusion of the 30-day placement period in
semester 2, 2015, and semesters 1 and 2, 2016.
10 Fostering Professional Learning Through Evidence-Informed Mentoring Dialogues...