data contained in
focusing which had
the development of
47
the transcripts.
its place
This
is the notion of progressive
in the organization of the research and
the teaching.
Further such focusing also influenced
attempts to modify
the wider context within which the ’learning milieu*
exists and reference is made throughout to other areas of PGCE work -
courses
pedagogy and assessment.
(See Appendix IV)
Parlett and Hamilton raise the question of the
fl
subjective element”, the
!!
question of gross partiality on the part of the investigator
Il
which was
also raised by Grace
in his discussion.
Whilst the present study was
not conceived as a sociological account
Grace's comment on his own work is
appropriate .
At the point of editing and interpretation the procedure
adopted was to derive what appeared to be within each
teacher’s account the central meanings and categories in
their discourse.
(Grace 1979, p.152.)
Inevitably there has to be selection
and evidence in the form of
transcript has tee<n. given to enable the reader to judge the quality
and appropriateness of the meanings and categories selected.
Given the
stage of the innovation and the function of the research discussed above
the illuminative evaluation position was accepted acknowledging as do
Parlett and Hamilton the need for the subjective element and the necessity
for ’the use of interpretation and human insights and skills’.
(Parlett
and Hamilton
p.25. )
Once
the
central
themes
had
been
decided
upon
the
transcripts
were
analysed according to those themes.
Immersion in the data through first
its
collection
then its transcription and finally its analysis did not
reveal more salient themes.
However a possible limitation of perspective is