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demonstrate the patterns we have identified in the data (see Table 3 for an example)
and facilitating the extraction of data that enrich and demonstrate our account of the
phenomena we are studying, as we did in this paper.
3
Conclusions
We presented and discussed the process of evaluating a developmental program
considering participants experiences. We gathered data at several moments and
managed eight or six sources of data per case (year one and two of analysis,
respectively)
3
. The number of cases considered changed during the process, according
to our evolving definition of research questions, based on the thinking about the data
in each phase of the analysis. This constant movement between the data, analyzing,
redefining questions and gathering more data is a fundamental characteristic of
qualitative research. By doing this we were able to understand the importance of
reducing participant's fear system in order to improve their self-awareness regarding
their performance in the interviews, enabling them to address the relationship between
error and learning in a much more positive and motivating way. It also allowed us to
confirm the importance of debriefing; the normalization and validation of students'
difficulties through the action of teachers in the context of the large group created a
safe environment facilitating the development of GCEA skills. This research has
strengthened our assumption about the impact of the students' reflections (SISDAT)
as facilitator of the "construction of learning" and enabling a better control of their
own learning process. Finally, it allowed perceiving more clearly the importance of
repetition in the development of skills. This process was facilitated because NVivo
supported our work, enabling us to manage the daunting dimension of data that
qualitative research often encompasses [13]. Given all that is said, we feel that NVivo
has been supporting our work of researching with objectivity the participants'
subjectivity [6] considering time (dynamics throughout the program) and events
(activities in the program), boosting the quality of our research and our analysis.
Acknowledgments.
The authors would like to thank Professor Ana Isabel Pinto and
Professor Catarina Grande for sharing the data used in this study.
References
1.
QSR NVivo version 10.0; Copyright QSR International Pty, Ldt.
2.
Decreto-Lei 74/2006 de 24 de março, Lei 49/2005 de 30 de agosto, Decreto-Lei 107/2008
25 de junho
3.
McCluskey, U.: To Be Met as a Person: The Dynamics of Attachment in Professional
Encounters. Karnac Books, London (2005)
3
Tables on this paper do not present the entire program's moments; selection was made
according to our questions.
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