Problems, Obstacles and Supports for Student Teachers in Defining Research Problems
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Abstract
Defining research problems is the first step of the research process. It sets the direction and guidelines for doing research right before the beginning of the research. In the context of student teachers on practicum who have just learned the authentic working conditions for the first time, they may not have enough experience to define a research problem. This research had the objectives of analyzing student teachers’ skills for defining problems; and analyzing problems, obstacles, and supports in student teachers’ defining research problems. A mixed method with an explanatory sequential design was employed. The research was divided into 2 phases. The first phase was the study of the quantitative data, using an assessment form to assess the student teachers' understanding of defining research problems. The sample consisted of 320 4th-year student teachers on practicum in 4-year Bachelor of Education curriculums. The questionnaire had a content validity (IOC) of .60 - 1.00, a CVI of .882, and a total reliability of .895.
The second phase was a study of qualitative data by interviewing 10 persons from the sample, who volunteered to give their opinions. The quantitative data was analyzed using descriptive statistics and confirmatory factor analysis (CFA) on student teachers' research problem defining, while qualitative data employed content analysis. The results were as follows: 1) Most had the skills of defining research problems higher than the average, and 2) The problems, obstacles, and supports were divided into 2 aspects: lack of access to research data sources, and attitudes toward doing classroom action research.
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