Page 69 - TWO OF A KIND • Erik Renkema

KEY VALUES OF DUTCH COOPERATION SCHOOL AND RELIGIOUS EDUCATION
3.3.3. Interviews
All teachers but one were subjected to a semi-structured interview in small groups.
We used a topic list consisting of topics concerning the two perspectives (social and
substantive). We focused on the teachers’ values, the moment of contemplation, 3 didactical choices and the school identity. In the analysis, we looked for specific
social and substantive values, objectives and content.
All interviews were recorded, and lasted for about 80 minutes. For reasons of
reliability, the researcher orally summarised the content in order to check whether
it had been understood correctly. With the same objective, we submitted our main
conclusions of the analysis to the respondents for a reliability test (Silverman
2006).
3.4. Coding
The interview transcriptions were analysed in a data-analysing computer program (QDA-miner) using the codes and sub-codes mentioned in Table 1. The coding of the interviews was done by Descriptive and Values Coding (Saldaña 2009). Descriptive Coding “summarises in a word or short phrase (...) the basic topic of a passage of qualitative data” (Saldaña 2009, 70). These topics are mentioned as codes in Table 1. Values Coding is: “the application of codes onto qualitative data that reflect a participant’s values, attitudes, and beliefs, representing his or her perspectives or worldview” (Saldaña 2009, 89). Two sets of values codes were relevant for our research: personal and professional values of teachers. This allowed us to detect what motives guide teachers in structuring the moment of contemplation. All these codes and sub-codes tell us more about the appreciation of religious diversity and school values in the classroom by choices teachers make in the practice of religious education.
4. Results
4.1. School Values
In the school guide, four values are mentioned explicitly: respect, trust, openness and equality. These values are the basis on which the school operates, paying attention to both public and Protestant education: “the cooperation school offers both principles and is therefore generally accessible” (school guide 2012, 8). Referring to values of public education, this document mentions “principal equality of and respect for the religious background of parents, students and
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