Task 6B - Tools of Inquiry

Reader 6 introduces us to the available tools that may help us when we actually carry out the inquiry in module 3. Throughout module 2, I found it very important to remember that I am collecting evidence not ‘proving’ a theory.

There are 4 main research methods: interviews, observations including participant observation, focus groups and surveys. I intend to experiment with all 4 options, record my findings and use this information to determine which method is the most effective for my specific inquiry.

Within my inquiry, I will always have to consider the need for confidentiality. I believe that pupils and teachers are more likely to provide frank and honest answers when they know that their responses are anonymous. I will assure them that, even if any interviews are recorded, they will only be referred to as “Teacher A” or “Pupil B” for example, should their comments be included in my submitted documentation. It is also important to remain non-biased, you should not let your feelings affect any data and, when interviewing, the questions must not be “leading”. The reader also recommends the collection of data from different sources and viewpoints to ensure a well-balanced inquiry.

Method 1 – Observations

This is simply watching, recording and analysing events of interest. This is considered to be the most time consuming as it involves attending a class, taking notes and then completing further analysis. However, the results obtained provide the most information and gives a real representation of what happens. Ethics, permission and confidentiality are all vitally important when conducting observations. Videoing, writing notes even taping are all acceptable ways to fully record your observation but you must ensure that the correct forms are filled out to ensure confidentiality. Ensure you have obtained consent from any higher authority such as, the head teacher or manager, before conducting your observation.

Method 2 – Interviews

This method does what it says on the tin –you collect what people say and use it as evidence. Interviews can be conducted out in many different formats, one to one, face to face, on the telephone, via an exchange of emails, in small groups using pre prepared questions or merely having a “starter” question and seeing where the conversation goes from there. You need to consider how you phrase your questions. Closed questions are fine when you just need to establish a quick response but for the purpose of this exercise about  I would prefer to use open ended questions as they give the participant more opportunity to expand their views. They can also open up avenues to more questions that you might not have considered. It is important not to lead the participant to give the answer you think but allow them to answer freely, use starters like, ‘In your experience’.

Method 3 – Focus Groups

Focus groups are more about the interaction between the participants. Bell comments “focus groups are more likely to include members who either have similar characteristics or experience… or are known to have a professional concern about and knowledge of the issues involved.” (2005, p. 162) Due to having more people asking participants to identify themselves might help when recording information and accuracy. You need to be careful to keep the group on track as the conversation can very quickly go off at a tangent.. Strong personalities can also influence the group and make the outcome less informative A seating plan can prove quite effective in that scenario but, in any event make sure that everybody gets the opportunity to air their views and it is not monopolised by a noisy few.

Gatekeeper – head teacher or manager

Method 4 – Surveys and Questionnaires

The main purpose of these are to gather data from a large amount of people. You need to think about the sequence of questions, the wording, whether the questions make sense and are visually well presented. Each question should be relevant to your inquiry.  A letter explaining the purpose of the questionnaire and thanking all participants should be attached when sending the document in the post.

Development of inquiry questions

After chatting with my SIG I chose to link together some of my questions because I felt that there was an element of overlapping and the answers provided addressed more than one question. Consequently the revised questions are:

·         Is there a difference between teaching an academic subject and an arts subject? Please clarify your answer?

·         What skills are needed to become a good teacher? Are there any skills that a performer may possess that are transferable?

·         If recruiting a drama teacher, would you prefer to hire an ex performer with no teaching qualifications or a teacher with a degree but no performing experience?

·         Do performers go into teaching as a last resort or because they have a passion for it?

·         Do you think that performers should give up performing when they become teaching? Do you think it should be kept separate from their practice?

Any help will always be appreciated! Let me know if you think of anything I have missed that you feel may be of benefit.

Task 4C - First draft of questions

The initial question that popped into my mind when considering the transition from practitioner to teacher was,

 “Does being a talented performer necessarily make you a good teacher?”

With this in mind I thought about my existing skills and those that I would need to develop, what makes a good teacher, what makes a bad teacher and my vision of the type of teacher I aspire to be.

Most of the questions that I raised were very wide ranging with too many potential responses so I decided that I needed to be more specific and hone down the field of inquiry to provide a database that would be more useful when conducting the research during Module 3.

These are the first set of questions to which I will seek feedback from my SIG group and colleagues. Based upon the feedback I receive I will then adapt them to ensure that I cover all necessary areas and phrase the questions so there is no ambiguity when consulting the final focus group.

·         Which route did you follow to become a teacher? Traditional – B(Ed), PGCE. Alternative – Schools Direct, Teach First, Other.

·         Did you enjoy this route?

·         What made you decide to teach?

·         What makes a good drama teacher?

·         Is there a difference between teaching an academic subject and teaching an arts subject? How?

·         Does having a degree mean you are more qualified for the job?

·         What is more desirable, experience or a degree?

·         Does having more experience within the performance industry mean you will be more respected as an arts teacher?

·         Do all performers go into teaching?

·         Should performers give up performing when they start teaching? Why?

·         What preparation would you ideally have done in order to prepare for the transition? Any advice to those wishing to do so?

Ethics with my Inquiry

I intend to speak to current performers and teachers who have already transitioned into the education industry. I will need to be aware of confidentiality as well as obtaining any parental permission to observe lessons and record notes.

I also feel that arts teachers aren’t ‘traditional teachers’. They need to create a space where pupils can express themselves freely and have creative ownership over their work. This can sometimes disrupt the student/teacher dynamic e.g. always maintaining a professional relationship and teachers ensure their personal information is kept private.  

I will also need to discuss with my current colleagues and SIG for other areas or ethics that I may need to consider.

Finally line of Inquiry has been decided!

I have changed my line of inquiry numerous times – it has been one of the hardest decisions I have needed to make on this course. I have spent hours upon hours researching, making notes, finding literature, only to conclude it’s not what I want to explore further.

For the last two years, I have been working in a Primary School trying to figure out what I wanted to do in the future. I love working in a school but it has certainly opened my eyes to the negative aspects associated with teaching in the current climate where the focus is so heavily influenced by testing.

Performing has and always will be my major passion. I have taught drama on Saturdays for the last few years and enjoyed every second of it. I love setting out on a project, nurturing it, watching it blossom and bringing it altogether for the final result. I have pondered long and hard and concluded I would have more job satisfaction from drama teaching so this is now the route I intend to follow.

Consequently, I decided I will focus on the transition from a performer to a drama teacher.  I want to explore the steps that need to be taken to prepare myself and others for teacher training. I want to find out which, if any, of my existing skills are transferable and what I still have to learn.

Rainbow Career Theory

The other day, I was reading some of the other BAPPers’ blogs and came across this one by Danni Austen. I think it has a link to the line of inquiry that I am considering. I have left a link at the bottom of this blog if anyone is interested in learning more.

She writes about the “Life Career Rainbow”. This is a concept was thought up by Donald E Super, a career theorist. His main focus has been self-concept (or self-identity) and how it develops over time due to our experiences. 

Super has five life and career development stages: Growth birth-14 years old, Exploration 15-24 years old, Establishment 25-44 years old, Maintenance 45-64 years old and Decline 65+.

Danni and I have contrasting views on this as she doesn’t believe that this is relevant to a performer’s career. Most performers don’t have a career that lasts more than a couple of years (except the lucky ones!) so will need a secondary career as a means of insuring regular income between roles. From the age of about 14 – 25/30 you are pursuing performing, however this is not a career with a stable income and isn’t physical manageable forever. From about 30+ you start to think about settling down in a suitable position with a slightly more stable income. Personally, teaching is where I see my stable future.

This chart shows how you are continually working and exploring throughout your life.It also shows the developmental tasks at these different stages.

 He took the original idea that was developed in 1951 by Eli Ginzberg, an economist, who proposed that there were three main stages of development; fantasy, tentative and realistic.

http://danniausten.blogspot.co.uk/2016/03/super-life-career-rainbow.html