A research study utilises a group of subjects selected from a particular target population, that is, a group of elements or cases, whether individuals, objects or events, that conform to specific criteria or to which one intends to generalise the results of the research (McMillan, 1996, Polit& Hungler, 2001). This group is also referred to as the ‘target population’ or ‘universe’, or the people about whom one wishes to learn something (Ary, Jacobs, Sorensen & Razavieh, 2009).
The research target population was made up of Professional Studies lecturers from two teachers colleges, mentors and trainee teachers from two primary schools in the City of Gweru as listed in the table below.
Table 3.4: Research target population
College Male Female Total
A 2 0 2 B 4 0 4 Schools Mentors 3 6 9 Trainee Teachers 20 20 40 Total 29 26 55
As indicated on the table above, the target population was comprised of six (6) Professional Studies lecturers, nine (9) mentors and forty trainee teachers making a total of fifty five (55) potential participants.
After identifying the target population it was necessary to select a sample from which the data was to be collected. A sample is a group of elements or a single element from which data are obtained (Creswell, 2009). Qualitative research is based on non–probability sampling as it does not aim to produce a statistically representative sample or draw a statistical inference (Wilmot, 2005). In this study, purposive sampling strategies were used, sometimes referred to as ‘purposeful sampling’, when the researcher selects particular elements from the population that will be representative or informative about the topic. This sampling technique is based on the researcher’s knowledge of the population and judgement is made about which cases should be selected to provide the best information to address the purpose of the research (McMillan, 1996; Oppong, 2013). The technique is widely used in qualitative research for the identification and selection of information-rich cases for the most effective use of limited resources (Patton, 2002). The table below shows the selected sample from the target population. Table 3.5: Selected sample
College Male Female Total
A 1 0 1 B 2 0 2 Schools Mentors 1 2 3 Trainee Teachers 10 8 18 Totals 14 10 24
As shown above the sampled participants were selected considering how useful they were going to be in the envisaged study. Out of the potential six (6) college lecturers, three of them were selected on the basis their assumed knowledge and experience. It turned out that all the selected participating lecturers were male as there were no female lecturers in the two target colleges’ Professional Studies departments. As for the mentors three were identified by virtue of them being mentors of the participating trainee teachers who had been deployed in the schools for their teaching practice. In relation to the selection of trainee teachers the researcher settled for eighteen of them. Out of the eighteen selected trainee teachers, sixteen of them were considered because they had completed their
teaching practice session as prescribed by the awarding university’s regulations. These were deemed to have been exposed to wider didactic experiences in handling gifted learners than the others. The remaining two participating trainee teachers were still on their teaching practice and they were selected as a result of convenience and proximity considerations.
According to Patton (1990, p. 169) “qualitative inquiry typically focuses in depth on relatively small samples, even single cases, selected purposefully.” This kind of sampling entails the identification and selection of individual participants or groups of people who are especially knowledgeable about or experienced with a phenomenon under study. In addition to these criteria, the researcher should take note of the importance of the participants’ availability, willingness to participate and ability to communicate experiences and opinions in an articulate, expressive, and reflective manner, (Bernard, 2002; Spradley, 1979). In the pretext of the above assumptions, sampling of lecturers was based on work experience in primary teacher education. To be knowledgeable about the teacher education programmes a lecturer needs at least one year, therefore the sampled three lecturers from both colleges were those who had over one year of lecturing experience. They were seasoned in the preparation of trainee teachers in Professional Studies, in supervising trainee teachers on teaching practice and, it was assumed, knowledgeable about any initiatives taken by their colleges in preparing trainee teachers in handling gifted learners.
The target population for the mentors were Grade 6 teachers and this was not by design but was as a result of them being mentors to the selected trainee teachers. In addition to that their post-qualification teaching experience, experience in mentoring trainee teachers and the duration of their stay at the chosen schools were also considered. These qualified teachers and mentors were selected in order to find out whether their training had adequately prepared them to handle gifted learners. Since these teachers were mentoring the trainee teachers it was also necessary to find out how much they were of help in guiding trainee teachers in handling gifted learners.
The trainee teachers, sampled from the same schools as the mentors, comprised the core participants and therefore were supposed to be observed and interviewed to find out how their course was adequately preparing them to handle gifted
learners: “The subjects sampled must be able to inform important facets and perspectives related to the phenomenon being studied” (Sargeant, 2012, p. 2). The selected trainee teachers were under training and therefore deemed to have current information about teacher preparation as well as what was happening in the school as far as handling of gifted learners was concerned. In the view of the researcher, the trainee teachers were most likely to give accurate information on the research topic.