Student teachers’ learning to teach has attracted a voluminous literature and life history is found to be one of the many factors that influence the learning to teach journey. This paper reviews the issues and dilemmas in the use of qualitative research methods on the basis of the autho’ s study on the impact of prior experience on student teachers’ learning to teach in teaching practice. The reflexive account is framed with reference to the qualitative research paradigm, the issue of credibility of the researcher and the rigour of the methods and techniques used. After providing a brief literature background of the study, it presents the design and the findings of the research. The author then puts forward a reflexive account of the research process and highlights certain methodological and ethical issues which she faced during the research process. Some of the issues arose because of the author’s dual role as a researcher and a teacher educator. Instead of detailing the findings of the research, the author examines her work against relevant literature on qualitative research methodology. This reflexive account probably sheds light on future qualitative research in student teachers’ professional learning and other qualitative research initiatives in education. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|