Joseph,

First of all, you may need to clarify what do you mean by error analysis. Is it the error made by students, error made by the teacher, or standard error of the statistics analysis? Second, create indicators for each variable. These indicators lead you to your questionaire items. Third, make a decision, are you going to do qualitative, quantitative, or both. That decision will tell you the types of queations that you need to include in your questionnaire.

hi, i agree with joseph

first you need to read literature review and use open ended questionnaire with a purposeful sampling to get the constructs or as Joseph mentioned the indicators in error analysis and professional xxx. plus u can conduct an open-ended /semi-structure interview to identify the indicators; based on the obtained information u can develop an scale measuring what u are after. your research question determines your design,

good luck

While I am unsure what you mean by "error analysis", some years ago I supervised a research project that focused on secondary school trainee teachers’ knowledge of students’ errors and difficulties in algebra. For a short report on the project; see:

Al-Ghafri, M., Jones, K. & Hirst, K. (2002) Secondary trainee-teachers’ knowledge of students’ errors and difficulties in algebra. Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education. p.259.

Conference Paper Secondary trainee-teachers' knowledge of students' errors an...

The two variables are (1) knowledge or ability of error analysis, and (2) professional development. And, presumably, you are interested in the correlation between these.

(1) is not much a problem. Expose teachers to error analysis or, better, train them to do error analysis. Assess their level of knowledge or ability.

(2) is more problematic. Are you interesting in (a) whether they become more motivated in professional up-grading after the exposure or training, (b) whether they become better teachers (more able to detect and explain students' error, or (c) both.