Page 31 - TWO OF A KIND • Erik Renkema

practice. We differentiated between teachers’ personal and professional values. 1 This allowed us to detect what motives guide teachers in structuring the moment
of contemplation.
5.2.3. Phase 3
Our third phase was conducted to answer the question of how teachers of cooperation schools express school values like encounter and dialogue in segregated moments of contemplation and in the organization and performance of a collective celebration. We opted for a multiple-case study at cooperation schools with segregated classes for religious education, because these schools were the second type that came out of the data in our first phase. The other type, that of the cooperation school with collective religious education, was studied in phase 2. So far, we have not investigated what motives teachers mention for organizing segregated religious education and for celebrations, and how these motives relate to their values and the values of school. Four schools with segregated moments of contemplation and collective celebrations were selected from the set of phase 1. We conducted a multiple-case study and used multiple sources: we used questionnaires for teachers, since it allowed us to collect information from many respondents in a limited period of time (Gray 2014). Another source, which followed the questionnaire, was that of the interviews with teachers and key informants. These interviews enabled us to get insight in more detailed clarifications of the respondents, to understand their motives, and to provide the respondents the opportunity to reflect on their motives and experiences (Gray 2014). The respondents were teachers who are responsible for the moments of contemplation according to public education and to Christian education. A thematic analysis was performed, using QDA-miner in two steps. In the first step, theoretical concepts concerning religious education in a plural context were used to structure the data. The concepts were: classroom encounter, equality of sources, and students’ life experiences. We chose the concepts because they were indicated as key values of the schools in the first two phases of our research (see Chapters 2 and 3) and because theory mentions them as key aspects of religious education in a plural context (see sections 4.1 and 4.2). In the second step, we coded our data using an inductive approach: multiple codes were identified in the data and categorized. We conducted Descriptive and Values Coding (Saldaña 2009) in the analysis of three questions in the questionnaires (Values Coding) and of the interviews (Descriptive and Values Coding). Each code was linked to a category that was based on
GENERAL INTRODUCTION
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