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Coding categories
Pedagogical content knowledge, content knowledge, affirmation, instant feedback,
planning and preparation
Memo
The teacher is looking for affirmation – it’s the not knowing that’s
crucial I think to the
teacher. Even if the teacher reads the notes/lesson plans and thinks they understand it -
how do they know if what they are doing is right? - They have no concept of the content
knowledge nor of the pedagogical content knowledge.
Stage 5 Proposition statements.
Proposition statements related to each of the
themes developed during the analysis of the data were generated. Propositional
statements are statements developed from the data – this is what
the data are telling us
(Appendix Kiv). According to Bogdan and Taylor (1984) ‘a propositional statement is
a general statement of fact grounded in the data’ and as such, propositions are the
beginning of revelations yielded by the data. An example of
a propositional statement
developed from the data in this study was; ‘Teachers are afraid to teach physical
education’.
Stage 6 Test proposition statements.
The proposition statements/constructed
theory were then tested against the data. This ensured that all coding stood and that
findings were reliable and robust. At this stage credibility was
checked and if necessary
going back to Stage 2 and recoding data, or ways of demonstrating validity and
reliability were established. When the above propositional statement was tested against
the data, it was noted that the word fear only appeared once, in relation
to a teacher who
was afraid she would not teach the skills of a game properly. Although the impression
was that teachers were afraid, there was no concrete support for this statement in the
data, therefore this statement was discarded and the same process
was applied to further
propositional statements.
Stage 7 Amending and synthesising proposition statements.
The proposition
statements were synthesised into cohesive and well supported outcome statements or
findings, showing richness and context and outlining points to be made in the
conclusion. Taking the example statement at stage 5, the statement was amended to
read; ‘teachers lack the knowledge and confidence to teach physical education’ and this
statement was then tested against the data and support was found for the statement.
Patterns were also sought across all of the participant
data and were examined for
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similarities and differences. All these categories were ultimately combined into themes
which framed the construction of chapters four and six.
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