Please use this identifier to cite or link to this item: http://hdl.handle.net/10773/30675
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dc.contributor.authorCarvalho, Ana Raquelpt_PT
dc.contributor.authorSantos, Carlospt_PT
dc.date.accessioned2021-02-22T18:58:59Z-
dc.date.issued2021-
dc.identifier.isbn978-3-030-70186-4pt_PT
dc.identifier.urihttp://hdl.handle.net/10773/30675-
dc.description.abstractAccording to literature review, the number of studies focusing on Computer-Assisted Qualitative-Data Analysis Software (CAQDAS) as well as on clear descriptions of how these tools can be used is still scarce. Besides this, despite the recognition of content analysis for its appropriateness to qualitative studies, several authors refer to ambiguity problems, mostly related to the subjec-tivity of the coding process, which may interfere with the assurance of the validi-ty criteria of stability, reproducibility and accuracy. Goals and methods: This study is predominately methodological and focuses on a segment of the results of a multiple case study, involving five peer learning projects, implemented in five Portuguese educational institutions; and on the re-flection on the role of content analysis, as the chosen data analysis technique, and the support of qualitative analysis software WebQDA, particularly regarding the assurance of the validity criteria of reproducibility and accuracy. By means of a semi-structured interview and a survey by questionnaire, this study aims at as-sessing teachers and peer teacher students’ perceptions of motivations to integrate the projects as well as of the contributions resulting from participation, regarding benefits and major challenges; and analyse the role of content analysis, supported by software WebQDA, in identifying these teachers and peer teacher students’ convergent/divergent perceptions. Results: Results show there is clear convergence of teachers and peer teacher students’ perceptions regarding the three variables assessed, particularly as for participation benefits. It is also evident that teachers and peer teacher students’ perceptions diverge in matters related to specificities of the role assumed in the projects. The contribution of software WebQDA was particularly significant re-garding the transparency, structure and systematization facilitated. Conclusions: Conclusions enhance the role of content analysis and of software WebQDA for promoting reflexive and in-depth analysis of the collected data and for assuring replication of the study.pt_PT
dc.description.sponsorshipFundação para a Ciência e a Tecnologiapt_PT
dc.language.isoengpt_PT
dc.publisherSpringerpt_PT
dc.relationSFRH/BD/146606/2019pt_PT
dc.rightsembargoedAccesspt_PT
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectMultiple case studypt_PT
dc.subjectContent analysispt_PT
dc.subjectCAQDASpt_PT
dc.subjectWebQDApt_PT
dc.subjectPeer learning projectspt_PT
dc.titleAssessing teachers and peer teacher students’ perceptions of their motivations and participation impact in peer learning projects: the role of content analysis supported by WebQDApt_PT
dc.typebookPartpt_PT
dc.description.versionin publicationpt_PT
dc.peerreviewedyespt_PT
degois.publication.titleComputer Supported Qualitative Research: New Trends in Qualitative Research (WCQR2021). Advances in Intelligent Systems and Computingpt_PT
dc.date.embargo2022-06-22-
dc.identifier.esbn978-3-030-70187-1pt_PT
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