Glossary
Chapter 4 Mapping Out the Methodology
4.9 Techniques used in Analysis of Data .1 Discourse Analysis
The central role of language in creating our reality as opposed to merely reflecting reality in a certain way implies that the way we speak or write reveals a whole lot more than we may be willing to acknowledge (Bergquist & Szcepanska , 2002; Borch, 2000; Peskett, 2001).
Furthermore, since the way we speak or write is purposeful and not arbitrary (Sheyholislami, 2001), the implication is that we choose to speak or write in a particular manner, whether we are conscious of this or not. By embarking on discourse analysis as a tool to analyse and interpret texts, the manner in which words are used in a particular social context are revealed (Huckin, 1997). It is for the reasons expressed above that discourse analysis has been chosen as a tool to make sense of the data generated in the course of this study.
Discourse analysis is concerned with how meaning is constructed and involves the study of both text and the context (Griffrin, 1994). This primarily involves studying and analysing the text, which basically is a record of an event where something was communicated (Fairclough, 2000). In terms of the present study this would refer to the interview transcripts, observation field notes and assessment planning documents. Through an analysis and interpretation of these sources, ideological facts and beliefs were presented to create identities for the participants. A deeper analysis was then embarked upon and this entailed looking at what angle or point of view was being presented. In other words, framing the details into a
coherent whole by looking at teacher learning in context helped to subsequently construct the narratives.
Discourse can be viewed as language in use, and seeing that this process is socially situated, the context - be it historical, social, cultural or political - is of primary importance, especially with regard to how these may influence and shape discourse in context (Candlin, 1997). In
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this study an entire chapter (Chapter 5) is dedicated to contextualising the study, so as to set the scene for an in-depth analysis of data. The social context, which constitutes the actual setting, was the school and in particular the classroom in the context of this study. By providing a rich description of the research site and through detailing the profiles of each of the participants in the study as well as by paying attention to background details such as their positions and rankings, their experience and qualifications, among others, it was envisaged that the role that these factors may have played in interpreting the data would have been highlighted. Furthermore, the extent to which these factors might have shaped the thinking of the participants as well as their assessment practices in the classroom context was explored.
By obtaining a detailed view of the issues surrounding learning about assessment, the researcher was in a position to constantly question personal assumptions as a fellow teacher and as a researcher, and to ascertain where she stood in relation to the issues that were emerging from the interaction with the data. The role that these reflections might have played in the production and analysis of data are duly noted. In this way, insights revealed were based on continuous debate and argumentation, which incidentally is a central feature of discourse analysis (Rogers, 2004).
While the merits of using discourse analysis are undeniable and far-reaching, as the above discussion has alluded to, content analysis was also employed as an analytical tool to supplement and enrich the strength and quality of the thesis. The following section deals with the way in which content analysis was employed in this study.
4.9.2 Content Analysis
Content analysis can be described as:
“an approach to documents that emphasizes the role of the investigator in the construction of the meaning of and in texts. There is an emphasis on allowing categories to emerge out of the data and on recognizing the significance for
understanding the meaning of the context in which an item being analyzed (and the categories derived from it) appeared.” (Bryman, 2004, p. 542)
Kohlbacher (2005) is of the view that since content analysis assumes a holistic and
comprehensive approach towards analysing data, it strives to almost completely grasp and cover the complexity of the issue under discussion. The elevated level of sophistication of the
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discourses surrounding teacher learning necessitated an in-depth yet flexible approach to analysing the data. Content analysis was seen as being useful to facilitate this objective.
Furthermore, Eisenhard (1989) asserts that the researcher constantly compares theory and data, moving towards a theory which closely matches the data. The following analytical procedures, adopted from Mayring (2003) and Titscher et al. (2000), were used in this study:
The researcher proceeded to summarise the data (interview transcripts, observation field- notes and documents) in a way that maintained the essential content and by extracting the concrete ideas coming across through paraphrasing the text in a manner that still reflected the original data.
Subsequently, the researcher began explaining, clarifying and making notes on the data material purely at a superficial level by defining concepts. She subsequently moved on to a deeper level of analysis and began carefully selecting substantive statements or
statements that appeared central to the crux of what the participants were saying.
The data were screened again and segments of the text were selected that explicitly conveyed participant meanings. Full cognizance was taken of the narrow context which refers to the teaching and classroom situation of that particular participant, as well as the broader context of learning, and the implications of these contextual factors in terms of the meaning extrapolated from the data. In short, the data was analysed with references to the context of the total study.
Finally, the researcher was faced with the task of seeking out a particular structure from the data material. She began to determine the units of analysis, through the careful construction of her themes for analysis. Thereafter categories were formulated as well as the format of the discussion, with evidence located from the data collected, supported by relevant literature. During the course of analysis categories were at times re-examined and revised, when deemed necessary. These included situations where new insights were revealed or when greater clarity was attained for enhanced meaning, especially following subsequent interviews. At this point, the reporting of research and the writing-up of the thesis was begun.
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Any demarcated area of study has its shortcomings and limitations, which need to be acknowledged, and if possible addressed to some extent. This aspect is the focus of the following section