93 5 5.3.4 Semi-structured interviews To answer the research question, semi-structured interviews were conducted with the eight participating teachers and a total of 21 of their students. In the semi-structured interview, the researcher asked several fixed questions, and, in order to obtain as much information as possible, the researcher regularly asked the interviewees to exemplify or elucidate their answers (Patton, 2002). In the teacher interviews, the fixed questions were centred around the following topics: teachers’ attitudes towards digital student feedback, their (intended) improvement-oriented actions, the characteristics of their school organizational context and the data (system) characteristics that, according to them, hindered or stimulated the use of digital student feedback. In the student interviews, they were asked what improvement-oriented actions were visible in the classroom and, according to them, what knowledge and skills are required for teachers to use the digital student feedback. The students were also asked about their perceptions of the Impact! tool that was used to collect the digital student feedback data. All interviews were recorded and transcribed. The transcripts of the interviews were sent to the teachers and students, to ensure that all information had been included correctly (Beuving & De Vries, 2015). To ensure participants’ anonymity, transcripts did not contain names. Interviews and transcripts were in Dutch; the quotes presented in the results section were translated. 5.3.5 Coding process A selective coding method was used for coding the transcribed interviews (Pandit, 1996). Based on a thorough discussion among the researchers involved, we made sure that all codes were clear, and covered the aspects of interest included in the theoretical framework for this study. The coding scheme was used for double-coding a random selection of student and teacher quotes, to evaluate the inter-reliability of two raters (Huberman & Miles, 1994). Cohen’s kappa’s coefficient for interrater reliability was 0.67. The coding was thereafter carried out by one rater. 5.3.6 Rachel versus Mike In order to explore differences in perceptions between a teacher who did improve the quality of her teaching and a teacher whose teaching appeared to have become worse, Rachel’s and Mike’s responses to the interview questions and those of their students (two per teacher) were compared.
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