Data Analysis Procedures

The analysis of the data was be based on the assumption that “emotional content is evident across varied levels of language, from lexicon to discourse” (Golombek & Doran, 2014, p. 106). Data from transcribed interviews, journal entries, narrative frames, and field notes from classroom were analyzed through thematic analysis. Thematic analysis involves identifying, analyzing and reporting patterns in the data (Braun & Clarke, 2006), and it opens up the possibility of comparing the narratives in a dataset, of establishing shared themes, as well as highlighting individual differences (Barkhuizen, Benson, & Chik, 2014).

The narrative data went through a process of inductive analysis, through which the researcher was grounded in the data with the purpose of discovering emergent themes as opposed to analyzing data according to an existing framework (Patton, 2002). Several steps were followed for analysis: (1) Familiarization with the data, (2) generation of codes, (3) identification of themes, (4) review of themes, (5) definition of themes, and (6) report (Braun & Clarke, 2006). Although these steps for data analysis imply a linear process, they involved various rounds of categorization and interpretation. It is important to note that thematic analysis undergoes a process of immersion in the data and a constant comparison between codes in order to establish connections between concepts, codes, and themes (Savin-Baden & Howell Major, 2013). When developing categories within themes, they were judged by two criteria: internal homogeneity (the extent to which data that belongs to the same category or theme is similar) and external heterogeneity (the extent to which differences among themes are clear) (Patton, 2002).

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identifying, coding, categorizing classifying, and labelling the data (Patton, 2002). Lesson plans were analyzed with the purpose of identifying (a) the presence (and quantity) or absence of MPLAs in the lesson plans, (b) type of peace dimension being fostered, (c) content involved in the MPLAs, (d) the source for the MPLAs (whether they were adapted, taken from other authors, or pre-service teachers’ own ideas), (e) teaching techniques reflected in the MPLAs designed, and (f) procedures specified for implementation.

Both during the initial and later phases of the analysis, the data were displayed visually through the use of tables, figures, and analytic memos. Different versions of data display were created as a result of the constant revision and categorization of the data in order to see it from different lenses, focusing on relationships, patterns, and themes (Savin-Baden & Howell Major, 2013).

There were two levels of analysis, cyclical and summative (Borg, 2011). Cyclical analysis took place throughout the study and was alternated with each phase of data collection. For example, the second interview was partly informed by the analysis of participants’ insights to the first interview. Thus, there was a strong connection between data collection and analysis throughout the study, supporting the idea that as it is typical of qualitative research, data collection and analysis does not always involve a discrete process (Richards, 2003). The technique of triangulation, or crystallization, a term that emphasizes looking at evidence from multiple angles (Richardson, 1994) helps to try to ensure trustworthiness of the findings. It is important to note that this technique can only enhance but not necessarily guarantee the validity of the findings (Borg, 2012). During data triangulation, pieces of evidence of each case were compared with other types of evidence collected through the various data sources within each phase. For example, in Phase 2, data obtained from the lesson plans and field notes from

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classroom observations were triangulated with those obtained from interviews and journal entries in order to explore the relationship between beliefs and emotions, and actions.

Analysis was also summative, both for each participant and for the four cases. After data are triangulated separately for each phase, the data analyses for each participant was reviewed chronologically (by focusing on three phases) for recurrent or different themes or patterns in order to understand possible development of their beliefs and emotions regarding peace and MPLAs, and the importance of self-reflection for teacher development. Finally, the four cases were cross analyzed in order to establish comparisons and a more holistic perspective of the four participants (see Table 7, which was intentionally left blank). This strategy was done with the help of a grid in which findings for each research question were listed and cross-referenced to each individual case. (See Tables 6 and 7).

In order to try to establish trustworthiness in the findings, the researcher’s findings went through member-checking by asking participants to express their opinions on the analysis of the data. No discrepancy between the analytic results and the participant’s perspective were found.

Table 6. Data Collection Phases, Data Sources, Research Questions, and Level of Analysis for Each Participant

Phase Data Source Research Question Level of Analysis

Phase 1 (week 3) Interviews (+ researcher journal)

What are four EFL pre-service teachers’ beliefs and emotions about peace and the teaching of

peace before their Practicum I experience in an Argentine

setting?

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Table 6. (Continued)

Phase Data Source Research Question Level of Analysis

Phase 2 (week 4- 14) Interviews + journal entries (+ researcher journal) Interviews + journal entries (+ researcher journal) compared to Lesson

plans + field notes from classroom observations (+ researcher journal)

What are four EFL pre-service teachers’ beliefs and emotions about peace and MPLAs during

their Practicum I experience in an Argentine setting? What is the relationship between four EFL pre-service teachers’ beliefs, emotions, and

actions (the lesson planning, and in-school teaching experience) regarding peace

and MPLAs? Cyclical Phase 3 (week 15) Interviews + Narrative Frames (+ researcher journal)

What are four EFL pre-service teachers’ beliefs and emotions about peace and MPLAs after their Practicum I experience in

an Argentine setting? Cyclical Phase 1 + Phase 2 + Phase 3 Themes obtained in analysis of each phase (+ researcher journal)

What differences exist in four EFL pre-service teachers’ beliefs and emotions about peace and MPLAs before, during, and after their Practicum I experience in an Argentine setting? In what ways do these individuals’ beliefs and emotions develop differently?

In what ways does self- reflection contribute to four

EFL pre-service teachers’ development in their Practicum

I experience in an Argentine setting?

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Table 7. Strategy for Cross-case Analysis

Overall Findings Participant 1 Participant 2 Participant 3 Participant 4 Cross Analyzed Findings RQ 1 RQ2 RQ3 RQ4 RQ5

3.7.1. Rationale for Data Analysis Procedures

The various decisions underlying the procedures followed during data analysis are related to the main purpose of the study, the type of data to be analyzed, and the research design chosen (multiple case studies). Such reasons will be detailed below.

As it was explained previously, the narrative data were analyzed thematically and inductively. Given that the purpose of the study was to analyze the data from each case throughout the semester and also a compare findings across cases, thematic analysis was considered appropriate, as it offers the opportunity of comparing the narratives in a dataset, of establishing commonalities, as well as highlighting individual differences (Barkhuizen, Benson, & Chik, 2014). Moreover, it should be noted that the choice to employ an inductive approach for analysis has to do with the researcher’s purpose of discovering themes from participants’ data instead of focusing on a priori framework, which might limit the analysis to particular topics or themes (Patton, 2002).

Moreover, content analysis was selected in order to analyze the data obtained from participants’ lesson plans, as it is a different type of data source from the other types, which are narrative, and it differs in its purpose as well. Participants’ lesson plans were analyzed not to

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obtain themes related to beliefs or emotions, but instead, to identity the presence and types of MPLAs that were designed to be included in the EFL classroom.

The cyclical and summative type of analysis had to do with the research questions and purpose of the study. Given that the researcher explored pre-service beliefs and emotions about MPLAs throughout a semester (before, during, and after the practicum) and traced possible change and development, cyclical and summative analysis offered the opportunity to observe if the data reflected such transformations both within each phase of data collection, and

throughout the whole semester. Besides, as it was explained above, by employing cyclical analysis and by triangulating the findings obtained from the different sources, the researcher tried to ensure trustworthiness of the findings. Finally, as the researcher was interested in understanding the experience of each individual case but also comparing the four cases, cross analysis became a powerful procedure to identify both similarities and possible differences among the four cases; a common procedure when employing multiple case study designs (Duff, 2008).