Common use of Data Analysis Clause in Contracts

Data Analysis. The three curriculum representations of ▇▇▇ ▇▇▇ ▇▇▇▇▇ (1998) were used to analyse the different data. We used Atlas.ti (Scientific Software Development GmbH, Berlin, Germany) for the analysis of the interviews. The derived analytic scheme was used by the first two authors to code all interviews during several rounds until full agreement was reached. The other data sources were analysed separately by the two first authors. To determine the aim of the intended curriculum, we reviewed the study guides and analysed the data from the interviews with the teacher educators and the heads of department. In the study guides, we scrutinised all texts to search for references to (the development of) community competence. We included all sentences referring to the acquisition of community competence in the mission/vision statement, the learning aims, the course descriptions, and the assessment procedure. From the interviews, we used those parts in which the interviewees described what they considered to be the ideal way to educate student teachers in community competence. A distinction was made between their views on the importance of community competence for the profession and their views on the role of teacher education institutes. The implemented curriculum was analysed on the basis of interviews with teacher educators, group observations, and the logs of the electronic learning environments used by groups. As mentioned before, we may expect teacher educators not only to recognise the importance of community competence, but we also expect them to stimulate community competence development by organising collaborative activities, including activities focusing on reflection on and assessment of community competence development. Therefore, during our analysis we searched within the interviews for teacher educators’ comments about the way they stimulate community competence, and categorised these statements into the three main categories: collaborative activities, reflection and assessment. The collaborative activities are configured within different group arrangements: mentor groups, subject matter groups, reflection groups, and research groups. The activities within these types of groups, together with reflection and assessment, have an important role in the curriculum. Student teachers present their reflections in electronic portfolios, which are used by the teacher educators as a basis for assessment. Comments about the electronic learning environment were also considered, as this turned out to be a means of teaching in addition to face-to-face meetings. In analysing the observations, we focused on if and how collaborative activities were performed. The discourses in the electronic learning environments were analysed in two phases. First, we determined what kinds of activities were visible in the environments. Next, the environment was searched for evidence of collaboration. Evidence of collaboration was defined as the following: (1) when a student reported a collaborative activity with a colleague or fellow student, which occurred face-to-face or in the electronic learning environment, or (2) when two or more students were engaged in a discussion about an experience, a problem, or a product. The attained curriculum was analysed on the basis of interviews with the student teachers and their electronic portfolios. We looked at those parts of the interviews in which student teachers explicitly talked about their experiences of the curriculum in relation to the development of community competence. Also in this case, the statements of the student teachers were analysed and categorised on the three main categories: collaborative activities, reflection and assessment. The portfolios were searched for instances of student teachers describing a learning experience concerning community competence.