View - eTheses Repository - University of Birmingham

CHAPTER 4
THREE MINI CASE STUDIES USING INTERVIEWS TO EXPLORE
TEACHER PERCEPTIONS OF AN IRISH DIMENSION
The questionnaire case studies in Chapter 3 indicated that a significant number of secondary
respondents felt that an Irish dimension had some importance in their history curriculum,
although this was less evident amongst primary teachers. This chapter will examine rich data
about teacher perceptions of an Irish dimension provided from three mini case studies based
on interviews. All of the interviewees had previously completed the questionnaires used in
Chapter 3. Each case study provided a number of ‘fuzzy generalisations’. Comparisons
between the three mini case studies produced more broadly based ‘fuzzy generalisations’. If
the research were to be undertaken again, greater emphasis would also be placed on exploring
life histories as well as current perceptions from interviewees. This became more significant
with later interviews, especially with project co-ordinators and ‘movers and shakers’ and
some teachers. The impact of previous experiences and training on developing individual
teacher values and approaches towards constructing the past could have provided useful
insights into the extent that teacher perceptions are affected by influences during early stages
of their careers compared with current imperatives for example. Interviews for the first mini
case study were undertaken during the period from January to July 2004 and consisted of
anyone from the pilot study who volunteered to be interviewed. The second case study
included volunteers from the Birmingham Secondary Heads of History and School History
Project Conference questionnaires who had indicated that an Irish dimension was important in
their Key Stage 3 history curriculum and most interviews were undertaken between January to
March 2005. The third case study included volunteers from the Birmingham Primary School