Transcribed data from event sampling and interviews were analyzed according to qualitative content analysis. In the first stage, we analyzed event-sampling data. In practice, this meant that all transcribed data were gone through; we sought to find answers to the research questions concerning the third level of analysis, forming subcategories and grouping those categories under themes and those themes under main dimensions. The resulting dimensions were an SE teacher’s professional identity, socialization and practical concerns. These dimensions (bolded) and main themes are below in Figure 1, which depicts a time line describing the SE teacher’s central reflections and practical needs for assistance across the eight-month period. Furthermore, the support network and its actors were analyzed by listing support persons from whom the principal participant had searched for help and advice. The nature of the connections was also determined.
Figure 1.
The figure depicts a timeline, which presents the main themes and practical concerns that the SE teacher reflected on during the eight-month event-sampling period.
In the second stage, the interview data were analyzed using those three dimensions. Analysis revealed that the interview data and event-sampling data included very similar content and complemented one another (the analysis table formed while analyzing interviews is presented in Appendix A). It was decided that the event sampling data were to be taken as our hard data. In results section, transcriptions, translated from Finnish to English, are used to illustrate the analysis.
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