Table 5 Conceptual Categories Generated via Focused Coding
Category Name | Brief Description | Instrumental Initial Codesa |
|---|---|---|
Sammy: Changes vs. Customs | Expressed preferences for Sammy along with identified, potential changes that might threaten her instructional preferences. | coaching customs, being accustomed to, project-related pressures for change |
Sammy: Thinking About Students | Bringing students into the discussion and considering how they impact teaching and learning STEM. | engagement creates possibility, the negatives of being open-ended |
Sammy: STEM | Talking about what STEM is to her and how it impacts her instruction and students. | making it work, students in STEM |
Sammy: Resources for STEM | Planning for and considering logistical aspects associated with STEM instruction. | planning for action, worrying about materials |
Sammy: Being Proactive | Sammy’s willingness to enact change and improve her instruction and student learning in STEM. | identifying an area for help, what had to happen, reaching out to peers |
Nick: Role Confusion | Nick’s uncertainty concerning his role with Sammy. Behaviors that wavered between directly helping her or simply withholding expertise. | who has the expertise, providing an opinion, empathizing, letting Sammy decide |
Nick: Commenting on Instruction | Nick’s actions and behaviors that directly or implicitly indicated to Sammy she needed to make instructional changes. | identifying expertise, apologizing, Sammy’s deficits |