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ERIC Number: EJ1135154
Record Type: Journal
Publication Date: 2015-Feb
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Undergraduate Student Teachers' Views and Experiences of a Compulsory Course in Research Methods
Lombard, B. J. J.
South African Journal of Education, v35 n1 Article 943 Feb 2015
In comparison to attention given to research methods for education students at postgraduate level, the offering of research methods for education students at undergraduate level is less often considered. Yet, it is agreed that research methods for undergraduate level students is important for shaping student attitudes, learning and achievement in the field of research. In concurrence with the aforementioned, this paper aimed to examine the views and experiences of a conveniently sampled group of 124 undergraduate South African student teachers of a compulsory course in research methods. By following a quantitative research design, the authors determined the sampled students' experiences of research methods, how they value them, and how they perceive the pedagogy, which in this particular instance was "working-in-pairs", to teach research methods. For all three the mentioned facets, the findings reflected positive results. However, the research results also pointed to specific issues which might enrich the teaching and status of research methods for undergraduate level education students.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A