Data analysis and data interpretation of teacher problem identification phase in Cycle One

My relationship with the participants in this study allowed me to be reflexive and participate in our shared culture as previously stated that I am also from the same isiXhosa culture as the learner and teacher participants. Fereday and Muir-Cochrane

(2008, p. 82), cited Rice and Ezzy who argue that common themes can be deducted by “careful reading and re-reading of data”. All similar data have been combined and catalogued into sub-themes; for instance, themes of conversation, meanings, common folk-saying. To identify knowledge of analogies I put common themes aside as in this example:

“I use examples to simplify problems.”

“I use examples from textbooks or scientific analogies or cartoons.”

Firstly, thematic data analysis enabled the researcher to get an idea of whether the teacher knew what analogies by looking for key words and non-verbal cues that revealed a common theme (Lichtman, 2010; 2013). In line with the qualitative nature of the study, I transcribed the digitally recorded formal and informal interviews verbatim and changed the hand-written classroom observations by changing audio and hand-written data into clear and legible electronic text. The transcribed data, as well as the field notes were used to identify patterns from all the fragmented ideas of the participants (Lichtman, 2010; 2013). In pursuit of accuracy, I transcribed the interviews and verified the content with the teachers (member-checking). During the process of transcription, I started the analytical process when I started to familiarise myself with the data in order to make it intelligible to me as a researcher and also to another individual who would be reading the document (Holliday, 2002).

What has been significant was that themes have brought fragmented pieces of ideas into a coherent whole of collective ideas. The postulate of subjective interpretation accommodates the participants‟ subjective point of view and acknowledges the context within which the phenomenon was studied (Basit, 2010; Lichtman, 2010). For example, the theme on analogies on teacher problem identification in Cycle One has emerged from data analysis of informal conversation interview where T2 clearly indicated that „I do not know analogies‟. Then, a sub-theme on analogy knowledge has been formed where all similar data on „‟do not know analogies‟‟ can be grouped together.

Table 3.2 presents a summary of the phrases which were coded to get a broad theme with subthemes, for example: the type of teaching strategy has sub-themes

such as constructivist method and textbook method. Other broad themes like code- switching and level of subject content knowledge were also compiled in this format. Data was repeatedly read and sorted out to get a category with similar phrases or signs of non-verbal behaviour (Boyatzis, 1998; McNamara, 2009). Also, a category consisting of different words and non-verbal behaviour was put separately to identify the type of teaching strategy used by the teachers.

Table 3.2: Data from specific moments during data analysis for identifying theme on type of teaching strategy, (Boyatzis, 1998)

Teacher One (T1) or Teacher Two (T2)

Constructivist informed teaching Traditional, textbook method (analogy use)

Use of pictures to link prior knowledge I tell the kids

with new knowledge I use the textbook

Use of familiar examples from learners‟ I use the book for information background linked to lesson in DC I ask them, they tell me electric circuits

Use of stories connected to parts of DC I use the textbook to make them

electric circuit pass exams

In line with the social constructivist and interpretivistic nature of the study, thematic data analysis has been supported and interpreted by using transcribed excerpts from informal conversation interviews, audio recorded standard open interviews and notes of non-verbal body language (Babbie & Mouton, 2001; Creswell, 2009; McNamara, 2009).

Sifting, sorting and categorising data was not an easy task because the answers which I needed to address the research question of the study were hidden behind the thick descriptions of the participants, for example T1 gave a lengthy explanation and explained that:

“I have to go back to static electricity so that they can know the difference

between static electricity and I‟ll tell them about some of them things that they can use ahm…ahm...in order for them to know what is electric current and how electric current is working.”

T2 stated that „I use the textbook and tell the kids that this symbol represents a cell

…” Therefore, all similar words like „tell the kids‟; „I‟ll tell them‟ or „I use the textbook‟

were grouped together to represent the textbook subtheme, contrasted against the constructivist methods.

Finally, understanding of subject content knowledge has been examined by determining the knowledge gap by searching for evidence of alternative conceptions in teachers‟ concept understanding in simple circuits (Duschl et al, 2007; Glynn, 2008; Shipstone, 1985). The knowledge gap has been identified by analysing teacher alternative conceptions where the use of science concepts which are inconsistent with scientific use during interviews and instruction would indicate the existence of alternative conceptions. In order to increase the reliability of the study, I developed a table to put the coded phrases for the type of teaching strategy that emerged from the data collected from each teacher (Boyatzis, 1998). The table was built from specific moments that were recorded during data analysis that emerged as being significant (Fereday & Muir-Cochrane, 2008). For example, T1‟s response to a question enquiring about the type of teaching strategy she used to teach direct current electricity circuits was as follows:

“… I tell them about some of the things that they can use.” T2‟s response to the same question was similar:

“…so I use the textbook and tell the kids that this symbol.”

These responses were coded as the textbook method as a response to the question on the type of teaching strategy.