Sampling Procedure
Three countries (Ghana, South Africa or Zimbabwe) were shortlisted based on a literature synthesis, conducted by our team, which established that they have ongoing large-scale school-based practicum for TPD and/or have recently implemented teacher education reforms that have great potential for scale up in various contexts. We consulted with stakeholders and chose South Africa. Ghana was not selected because T-TEL, the Transforming Teacher Education and Learning organization, is currently conducting a similar study. The study focuses on improving the quality of teacher education in Ghana, aiming to enhance teacher training programs, support professional development for teachers, and contribute to overall improvements in the education system. The choice between Zimbabwe and South Africa was based on logistical considerations and the stakeholders' prior work in these countries. APHRC, the implementing organisation, has established networks and ongoing projects in South Africa, and the current project will benefit from leveraging these relationships.
Specifically, in South Africa, the study will be conducted in the North-West province. The study sites selected are the Potchefstroom and Mafikeng campuses of the North-West University (NWU). The Potchefstroom campus, which historically served privileged students (formerly a white-only university during apartheid), is in an urban area and is relatively well-resourced. On the other hand, the Mafikeng campus, formerly a black-only university during apartheid, is situated in a rural environment and is relatively less resourced compared to the former. Both campuses have large-scale preservice TPD programs that include the practicum component and now serve a range of students, both racially and in terms of socio-economic background. In addition to providing multiple contact sites, NWU also offers a distance learning program. The course content of the Bachelor of Education (BEd) program is similar across the different campuses served by the university, as well the distance learning mode of delivery. However, the three groups of students located in the Potchefstroom campus, the Mafikeng campus and the distance learning mode offer opportunities for differences of program implementation that could potentially imply differences in quality of TPD practicum which render them interesting from a research perspective.
While efforts are made to choose institutions that represent the historical and socio-economic landscape of South Africa, the selection of these sites is also based on the need to select a few cases in order to conduct in-depth research, rather than obtaining a representative sample of the entire country (Stake, 1995). The selection of the study sites followed extensive consultations with the Department of Higher Education and Technology and the Department of Basic Education in South Africa, as well as researchers with experience in practicum-based preservice TPD programs in the country. The researchers' prior knowledge of the practicum-based TPD programs at NWU, and their previous relationships and work in this institution, were also key in the selection of these programs.
The data will be collected from student teachers and key TPD stakeholders such as teacher educators, school-based mentors, principals of schools where student teachers undertake the practicum, supervisors, university faculty that train teachers, principals/academic deans of teacher training departments, curriculum support officers, and curriculum developers. Since the focus of the study is FLN, the student teacher sample will be drawn from those destined to teach in early primary school grades (grade 2-3) and are currently exposed to school-based practicum for TPD offered by NWU. These students are currently enrolled in the Bachelor of Education (Foundation Phase), where they are being trained to teach Languages, Mathematics and Life Skills. Sudman (1976) recommends that for each major group or subgroup in the sample, it is advisable to have at least 100 elements. For minor subgroups, a sample size ranging from 20 to 50 elements is considered adequate. Based on this suggestion, we shall select 30 teachers from each of the three 'sites of delivery': Potchefstroom campus, Mafikeng campus and the distance learning program. Data collection will consist of classroom observations (a total of 90 student teachers) as well as participation in a survey. Another 150 early grade student teachers who went through the practicum program will be selected for the survey only. In total we shall target 240 primary grades 2 and 3 student teachers. A sample size of 240 is considered to be sufficient to address our research questions, especially as we will use descriptive statistics to analyse the data (Israel, 1992) (see section 4.6. on data management and analysis).
At least 15 key TPD stakeholders (five per site of delivery) will be selected to collect qualitative data using Key Informant Interviews (KIIs). These will include teacher educators, school-based mentors, principals of schools where student teachers undertake the practicum, supervisors, university faculty that train student teachers, principals/academic deans of teacher training departments, curriculum support officers, and curriculum developers.
4.2.1. How the sample of participants will be identified and recruited
Prospective participants will be identified based on their status as student teachers in their final year of teacher training, particularly those undergoing or about to undergo practicums in early primary school grades (grade 2-3) at Potchefstroom and Mafikeng campuses of NWU.
The research team will initially contact prospective participants through official channels recognised by NWU. In consultation with the centralised Teaching Practicum (Work Integrated Learning) office at NWU, the research team will send emails to student teachers inviting them to participate in the study. Interested student teachers will be asked to indicate their interest by responding to the email within a specified time frame. Subsequently, the research team will follow up with the positive responses from student teachers to provide further information and instructions regarding their potential participation in the study. We will use follow-ups emails for polite reminders until we attain a positive response rate of over 80%.
The 15 key TPD stakeholders will be identified purposefully, in consultation with the School of Education at NWU and other TPD stakeholders. In case a stakeholder position has more than one representative, gender considerations will be observed to enhance diversity and inclusivity. Identified stakeholders will be approached by the research team in their offices during official working hours to be invited to take part in the study. Identified stakeholders will be approached by the research team in their offices during official working hours to be invited to take part in the study. Those who show interest will be provided with further information and instructions regarding their potential participation in the study.
