FLOW CHART OF DATA ANALYSIS (DATA COLLECTED BY INTERVIEWS AND GROUP INTERVIEWS)
Data collection
•Interviews/group interviews conducted in Austria and Hungary based on the interview/group interview guides. The guides were discussed with supervisors and checked by student teachers before running the interviews
•During the interviews and group interviews, a voice recording was created, and later on transcribed by the researcher.
Open coding
•„the first coding of qualitative data that examines the data to condense them into preliminary analytic categories or codes” (Neuman, pp. 481).
•The researcher locates themes and comes up with initial codes. The researcher tries to identify critical terms, central people, key events, or themes.
•See the outcome of this step (Codebook) in this document in chapters 1.2, 1.4, 2.2 and 2.4 of this document
Axial coding
•„A second stage of coding of qualitative data during which the researcher organizes the codes, links them, and discovers key analytic categories” (Neuman, pp. 482)
•The researcher begins axial coding with an organized set of initial codes or preliminary, so the focus is on the initial code themes (the aim is to organize them and identify the axis of key concepts), but additional codes or new ideas may emerge.
•See the outcome of this step (Themes based on the codes) in chapters 1.3, 1.5, 2.3 and 2.5 of this document
Selective coding
•„The last stage in coding qualitative data that examines previous codes to identify and select data that will support the conceptual coding categories that were developed.” (Neuman, pp. 484)
•This phase involves scanning all the data and previous codes in a selective manner (looking for cases to illustrate themes)
•See the outcome of this step in the dissertation draft - these are the quotes that illustrates the themes
1. INTERVIEWS 1.1 Codebook (Austria)
Having the interviews transcribed and coded following the three different steps of coding as Strauss (1987) suggests, the following codes have emerged (the number indicates their occurrence):
1 RESEARCH 0 3 STUDIES 0
1.1 topic of research projects 9 3.1 description 1
1.2 rationale 6 3.2 state of studies at the moment 7
1.3 personal motivation to conduct research 2 3.3 studied subjects/disciplines 6
1.4 research in a broader context 5 3.4 finish studies 2
1.5 aim of the research 3 3.5 activities in TE programmes 7
1.6 participants in the research 13 3.6 deficiency in TE programmes 11
1.7 scale of research 3 3.7 workload 4
1.8 research methods 14 3.8 quit the program 1
1.9 justification of the method 1 3.9 university professors 3
1.10 stakeholders in the research project 12 3.10 opinion about the department for TE 6 1.11 doubts about the research project 1 3.11 reason to enrol in TE program 2
1.12 description of the research project 12 4 PRACTICE 0
1.13 research results 1 4.1 general description 6
1.14 contribution of research to teaching 16 4.2 description of the school 11
1.15 what research is 6 4.3 activities in practice 51
1.16 problems while doing research 2 4.4 activities - outside of the school 2
1.17 conflict of roles 2 4.5 teaching method 2
1.18 critiques regarding the research project 11 4.6 description of activities 28
1.19 teachers' research activities 5 4.7 stakeholders in practice 27
1.20 transfer from other research experience 5 4.8 amount of teaching 5
1.21 qualitative-quantitative gap 2 4.9 not enough teaching 4
1.22 research group 2 4.10 opinion about the practice 16
1.23 learning about research - courses 5 4.11 importance of practice 14 1.24 connection of research to the thesis 3 4.12 missed learning opportunity 2
1.25 research competence 5 4.13 theory vs practice 9
2 OTHER 0 4.14 critiques regarding the practice 9
2.1 opinion about the teaching profession 3 4.15 mentor teacher 9
2.2 other teaching experience 4 4.16 problem situation school 4
2.3 personal experience about teaching 1 4.17 problem sit. at school - solution 2
2.4 opinion about teachers 2 4.18 preparation for teaching 4
2.5 other personal story 1 4.19 relation of the two subjects 1
2.6 other research experience 4 4.20 following courses 4
2.7 plans for the future 2 4.21 description of the subjects 1
4.22 attitudes in practice 1
4.23 transition (student role - teacher role) 3
1.2 Themes based on the codes (Austria)
Themes were created by arranging the data into conceptual categories and then creating themes.
Theme 1: Studies
Personal opinion about teaching and motivation to become a teacher The story of student teachers. Chronological presentation of events Different aspects of the ITE programmes
University professors
Theme 2: School-based teaching practice
The story of school-based teaching practice from student teachers’ point of view Importance of practice
Practice school Actors in practice
Confrontation with the world of work
Theme 3: Research experience during the school-based teaching practice Preparation to conduct research
Educational relevance of the research topics Methodological considerations
Actors involved in the research project
1.3 Codebook (Hungary)
Having the interviews transcribed and coded following the three different steps of coding as Strauss (1987) suggests, the following codes have emerged (the number indicates their occurrence):
1 RESEARCH 0 4 PRACTICE 0
1.1 topic of research projects 3 4.1 description of the school 5
1.2 rationale 1 4.2 activities in practice 8
1.3 aim of the research 1 4.3 stakeholders in practice 6
1.4 participants in the research 2 4.4 not enough teaching 4
1.5 scale of research 1 4.5 opinion about the practice 1
1.6 research methods 4 4.6 importance of practice 4
1.7 stakeholders in the research project 1 4.7 missed learning opportunity 2 1.8 description of the research project 2 4.8 theory vs practice 7 1.9 contribution of research to teaching 4 4.9 critiques regarding the practice 10
1.10 problems while doing research 2 4.10 mentor teacher 7
1.11 teachers' research activities 3 4.11 problem situation school 3 1.12 research group 2 4.12 problem situations at school - solution 1
1.13 research competence 5 4.13 preparation for teaching 5
1.14 association 4 4.14 description of the subjects 1
1.15 connection to thesis 2 4.15 transition (student role - teacher role) 2
1.16 use of research in the future 2 4.16 development 2
1.17 being a research subject 1 4.17 learnt during the practice 7 1.18 preparation to do research 4 4.18 previous experience as a pupil 1
2 OTHER 0 4.19 knowing the pupils 1
2.1 other teaching experience 3 4.20 writing dissertation during practice 1
2.2 personal experience about teaching 1
3 STUDIES 0
3.1 description 2
3.2 state of studies at the moment 4 3.3 studied subjects/disciplines 2
3.4 finish studies 1
1.4 Themes based on the codes (Hungary)
Themes were created by arranging the data into conceptual categories and then creating themes.
Theme 1: School-based teaching practice The practice school
Student teachers’ activities during the practice Student teachers’ learning during the practice Stakeholders
Theory vs practice
Theme 2: Research experience during the school-based teaching practice Preparation to do research
Student teachers’ research-related activities Methodological considerations
Research in the school context
2. GROUP INTERVIEWS
2.1 Codebook (Austria)
Having the interviews transcribed and coded following the three different steps of coding as Strauss (1987) suggests, the following codes have emerged (the number indicates their occurrence):
1 learning through research 2 30 relevance of educational research 4
2 educational research in thesis 1 31 discuss educational research 3
3 solving problems with research 2 32 missed learning opportunity 4
4 resistance to conduct research 5 33 doing research with uni. staff 3
5 collaboration 3 34 university staff's research 22
6 non-research-related ways of solving problems 1 35 thesis topic 7
7 good teacher 1 36 uni. courses that have integ. research 1
8 importance of research 2 37 preparation for research 12
9 teachers doing research 2 38 timing of the research 1
10 methodological preference 2 39 university preparation for conducting research
10 11 influence of one discipline on research attitude 4 40 description of the research process 8
12 previous research experience 3 41 subjects of research 4
13 research for innovative teaching 1 42 support while conducting research 5 14 integrating own research interest into teaching 2 43 challenges while conducting research 6
15 manner of conducting research 1 43.1 school hindering research 12
16 methodology 1 44 university expectations 1
17 qualitative-quantitative 3 45 data collection method 14
18 pupils doing research 2 46 choosing a research topic 8
19 scale of research 4 47 learnt from the project 4
20 connecting the two subjects with research 1 48 results of a research project 8 21 students’ perception of research 3 49 description of the research project 10 22 students’ feelings about research 2 50 motivation to do research 9 23 putting research in a broader context 2 51 association game - research 8 24 empowering practitioners to do research 1 52 school-university project 1 25 involvement in a university research project 4 53 teaching experience from before 1
26 challenges of doing research 8 53.1 tutoring pupils 2
27 theory-practice gap 8 54 pupils doing research 2
28 reading educational research 5 55 work with groups outside of school 1
29 goal of the research 9 56 non-teaching related activity 4
2.2 Themes based on the codes (Austria)
Themes were created by arranging the data into conceptual categories and then creating themes.
Theme 1. Research from student teachers’ point of view students’ perception of research
students’ feelings about research challenges of doing research goal of research
the relevance of educational research solving problems with research resistance to conduct research
non-research-related ways of solving problems importance of research
Theme 2. Preparation for conducting research previous research experience
preparation for research
university preparation for conducting research Theme 3. Methodological considerations
collaboration
methodological preference
the manner of conducting research methodology
qualitative-quantitative scale of research
missed learning opportunity data collection method
Theme 4. University’s influence on research involvement in a university research project doing research with uni. staff
university courses that have integrated research university staff's research
the timing of the research university expectations
Theme 5. School’s influence on research pupils doing research
school hindering research school-university project
Theme 6. Student teachers’ learning through research theory-practice gap
learning through research
influence of one discipline on research attitude connecting the two subjects with research reading educational research
discuss educational research support while conducting research challenges during conducting research
motivation to do research association game - research Missed learning opportunity
Theme 7. Educational relevance of research conducted by student teachers research for innovative teaching
integrating own research interest into teaching putting research in a broader context
thesis topic
description of the research process subjects of research
choosing a research topic results of the research project
description of the research project teachers doing research
2.3 Codebook (Hungary)
Having the interviews transcribed and coded following the three different steps of coding as Strauss (1987) suggests, the following codes have emerged (the number indicates their occurrence):
1 learning through research 2 34 doing research with uni. staff 3
2 professional development 2 35 university staff's research 9
3 educational research in thesis 3 36 thesis topic 2
4 solving problems with research 2 37 uni. courses that have integ. research 5 5 resistance to conduct research 8 38 preparation for research 2
8 good teacher 9 39 timing of the research 1
9 importance of research 1 40 uni. prep. for conducting research 11
10 teachers doing research 2 42 subjects of research 1
11 methodological preference 1 43 support while conducting research 3 13 previous research experience 3 44 challenges while conducting research 1 14 research for innovative teaching 1 45 university expectations 1 15 integrating own research int. into teaching 1 46 data collection method 3
18 qualitative-quantitative 4 47 choosing a research topic 2
19 pupils doing research 2 49 results of a research project 1
21 connecting the two subjects with research 1 50 description of the research project 2 26 involvement in a university research project 1 51 motivation to do research 1
28 theory-practice gap 1 52 association game - research 14
30 goal of the research 2
2.4 Themes based on the codes (Hungary)
Themes were created by arranging the data into conceptual categories and then creating themes.
Theme 1. Research from student teachers’ point of view goal of research
solving problems with research resistance to conduct research importance of research
Theme 2. Preparation for conducting research previous research experience
preparation for research
university preparation for conducting research Theme 3. Methodological considerations
collaboration
methodological preference qualitative-quantitative data collection method
Theme 4. University’s influence on research involvement in a university research project doing research with uni. staff
university courses that have integrated research university staff's research
the timing of the research university expectations
Theme 5. Student teachers’ learning through research theory-practice gap
learning through research
connecting the two subjects with research support while conducting research
challenges during conducting research
motivation to do research association game - research professional development
Theme 6. Educational relevance of research conducted by student teachers research for innovative teaching
integrating own research interest into teaching thesis topic
subjects of research choosing a research topic results of the research project description of the research project teachers doing research