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RESEARCH METHODOLOGY
Research denotes a scientific investigation of information or circumstances, involving a method comprising a “systematic collection, analysis and interpretation of data to generate new knowledge” (Degu & Yijsaw, 2006:2). A research project requires a clear problem statement and research plan that builds on existing data, which are organised in such a way that the research questions can be answered” (Degu & Yijsaw, 2006:2).
The scientific inquiry in this study was driven by the primary and secondary research questions. The research design consisted of the interpretive paradigm, qualitative research approach and multiple case studies. The research methods involved the role of the researcher, different research participants at various research sites (HEIs) and a data collection plan. The data collection procedures involved a biographical information sheet, qualitative semi-structured interviews (orientational and follow-up) with MusEd lecturers as research participants, two expert validation interviews and a document analysis to investigate programme planning and content.
DATA ANALYSIS
The purpose of data analyses is to scrutinise and summarise collected data in specific ways that enable the identification of meanings, patterns and themes (McBurney, 1998:53). Creswell and Plano-Clark (2010:298) describe the process of arranging and positioning the data as such: “The data [will be] transcribed [and] encoded […] by finding specific words with which themes and sub-themes can be identified.” The “thematic analysis” of content facilitates the identification of emergent themes within the data sets (Maree, 2007:101).
The analysis of transcripts (from recorded interviews) allows themes and categories to surface by way of “multiple coders” (Creswell 2007:210). The codes are labels usually used to “allocate units of meaning to the data”, facilitating the organisation of voluminous data sets. This process involves reviewing, selecting, interpreting and summarising the information (Walliman, 2011:133). To summarise, the steps I had taken to analyse the obtained data began with the transcribing of the recorded interviews; then repeated reviewing of the interview data to identify meaningful patterns and code specific themes; followed by the arranging of data into themes, categories and sub-categories for final analysis and interpretation.
I implemented an deductive analytical method, working from specific observations towards broad generalisations. I based my conclusions on similarities and differences within the resultant findings after completion of the analytical processes. The findings and conclusions could assist future MusEd lecturers at HEIs to implement effective practices in the teacher training framework for MusEd in the FP.
OUTLINE OF THE STUDY
An analogy between the ways in which a skilled teacher benefits human “instruments” and the ways in which an orchestra conductor directs musical instruments, inspired me to arrange (« compose ») the chapters in a form similar to musical symphonies. A symphony is a musical form that developed in Europe during the Classical Period (1750 – 1820). This form usually consists of four movements varying in tempo, melodic phrases, key signatures and modulations, combinations of orchestral instruments, diverse solo instruments and mood changes.
Chapter One is titled the Overture. In the French language, the term denotes the « opening » of a musical performance, while Germans use it in a similar context: « to play before » (Oxford, 2017). This term is usually applied to an instrumental introduction in music. In the context of this research and documentation, the term « opens up » the basic information conveying the research orientation and background. Chapter One consists of a “synopsis” of the rationale driving the study, the problem statement and associated research questions, concept clarifications, an “abridged” literature review, a condensed theoretical framework and the proposed research methodology.
CHAPTER ONE: ORIENTATION AND BACKGROUND – Overture
1.1 INTRODUCTION
1.2 RATIONALE
1.3 PROBLEM STATEMENT
1.4 RESEARCH QUESTIONS
1.5 CONCEPT CLARIFICATION
1.6 LITERATURE REVIEW
1.7 RESEARCH METHODOLOGY
1.8 ETHICAL CONSIDERATIONS
1.9 OUTLINE OF THE STUDY
CHAPTER TWO: MUSIC EDUCATION IN THE FOUNDATION PHASE A CONCEPTUAL FRAMEWORK – Allegro
2.1 INTRODUCTION
2.2 THE VALUE OF MUSIC EDUCATION IN EARLY CHILDHOOD DEVELOPMENT AND THE FOUNDATION PHASE
2.3 CONCEPTUAL FRAMEWORK
2.4 GRAPHIC REPRESENTATION OF THE CONCEPTUAL FRAMEWORK
2.5 CONCLUDING REMARKS
CHAPTER THREE: THE FORCE FIELD MODEL APPLIED TO MUSIC EDUCATION LECTURERS’ PROFESSIONAL PRACTICE – Allegretto
3.1 INTRODUCTION
3.2 THEORETICAL FRAMEWORK
3.3 CONTEXTUAL FORCES
3.4 INSTITUTIONAL FORCES
3.5 BIOGRAPHICAL FORCES
3.6 PROGRAMMATIC FORCES
3.7 CONCLUDING REMARKS
CHAPTER FOUR: THE RESEARCH METHODOLOGY – Moderato 130
4.1 INTRODUCTION
4.2 RESEARCH QUESTIONS
4.3 RESEARCH DESIGN
4.4 RESEARCH METHODS
4.5 DATA ANALYSIS AND INTERPRETATION
4.6 TRUSTWORTHINESS
4.7 ETHICAL CONSIDERATIONS
4.8 CONCLUDING REMARKS
CHAPTER FIVE: DATA ANALYSIS AND INTERPRETATION – Largo
5.1 INTRODUCTION
5.2 ORIENTATIONAL EXPERT INTERVIEW
5.3 EXPLORATIVE INTERVIEWS
5.4 FOLLOW-UP EXPERT INTERVIEWS
5.5 DOCUMENT ANALYSIS
5.6 THEMES AND CATEGORIES
5.7 SYNTHESIS: KEY FINDINGS PER THEME
5.8 CONCLUDING REMARKS
CHAPTER SIX: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS – Coda
6.1 INTRODUCTION
6.2 SUMMARY OF KEY FINDINGS
6.3 RESEARCH CONCLUSIONS
6.4 RECOMMENDATIONS
6.5 CONCLUDING REMARKS
REFERENCES
ADDENDUM A
ADDENDUM B
ADDENDUM C
