Abstract
Subsequent to the general description of Qualitative Content Analysis as described in the preceding chapter of Philipp Mayring this chapter aims to give a concrete example of a study based, from a methodical point of view, on Qualitative Content Analysis. The study described for this purpose focuses on structures of professional competence of future mathematics teachers. Based on the concept of competence by Weinert ((2001). Concept of competence: A conceptual clarification. In D. Simone Rychen & L. Hersh Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Seattle et al.: Hogrefe & Huber.) and common distinctions of teachers’ professional knowledge (e.g. Shulman, Educational Researcher, 15(2), 4–14, 1986) a questionnaire was developed and evaluated by means of Qualitative Content Analysis. This chapter emphasises the methodical aspects of the study and only subordinately considers its results.
Keywords
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- 1.
Only four of these five tasks formed the basis for the final data evaluation. For details see Schwarz (2013).
- 2.
Often within one task more than one subtask was assigned to a respective part of professional competence. In summary 20 subtasks were evaluated of which nine focused on didactical knowledge, five on content knowledge and six on beliefs.
- 3.
This also includes considerations of the future teachers about how to solve the task which under the perspective of describing the act of communication can be seen as internal argumentations.
- 4.
In this chapter the following terminology is used: The process of allocating one of the possible values of a category to a certain future teachers’ answer is called coding. If this coding is done by using a deductively developed coding manual, it is called deductive coding, while it is called inductive coding whenever an inductively developed coding manual is used. The result of coding all future teachers’ answers to one subtask according to a certain coding manual is called a code of the subtask. A code resulting from deductive coding is called a deductively defined code while a code resulting from inductive coding is called an inductively defined code.
- 5.
It should be kept in mind that all coding manuals were formulated in order to be most applicatory for the coders and not in order to be most suitable for publication.
- 6.
It may be noted that because of the restriction to only take those future teachers’ answers into consideration that allocate a commendation to only one or two pupils’ solutions, quite a lot of future teachers’ answers that contain commendations were not taken into consideration in this table, as the majority of future teachers who use commendations then allocate a commendation to each of the three pupils’ solutions.
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Schwarz, B. (2015). A Study on Professional Competence of Future Teacher Students as an Example of a Study Using Qualitative Content Analysis. In: Bikner-Ahsbahs, A., Knipping, C., Presmeg, N. (eds) Approaches to Qualitative Research in Mathematics Education. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9181-6_14
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