Chapter 5 92 Each data unit within these domains was descriptively coded (Miles et al., 2014) and categorized. Looking for similarities and regularities, we developed categories that provided answers to our research question (Elliott & Timulak 2005). Next, we looked at all interview data that were collated in the domains Faith and Religious education, in order to determine whether our interpretations corresponded with the content of these domains and to better understand and describe the interpretations from the teachers’ perspectives. We coded in Dutch (Van Nes et al,. 2010) and made use of the ATLAS.ti7 software program.49 The coding was discussed several times with other researchers, and the analyses were comprehensively discussed in the research group. 5.5 Results In this section, we present the results of our analysis of the professional ideals, the role perceptions, and inquisitiveness. Professional ideals: Dominance of the religious aspect After we showed teachers the definition of an ideal, we asked them to mention three personal ideals in education and to elaborate on these (cf. De Ruyter et al., 2003). The ideals that were described50 originated from the religious, social-pedagogical, and academic domains. The religious ideal that children will be fully committed Christians was predominantly mentioned. It was expressed in various ways, such as “that children in every situation are aware and think about what God wants them to do” (Adam51); “that children will perceive from me that they are important. (…) in such a way that they may also taste the love of God (…)” (Anna); and “At the end of every day, it is the question whether you [teacher, pupils] have come closer to Him [God] or not” (Gijs). The religious ideals were regularly described as ideals that stand out above and beyond anything and/ or are at work in everything; this is the same as how teachers speak about the meaning of Christian faith for life and, as they say, for eternal life. Floris, for example, said, “To serve God, to love God and glorify Him. (…) I believe this is the purpose for which He has made us. (…) We should respond to this in every aspect of our lives.” 49 www.atlasti.com 50 In the strictest sense, some of the mentioned ideals were not ideals as defined by De Ruyter, since they can be realized with a lot of effort (De Ruyter, 2003, 2006). However, because they do give an indication of what teachers strive for, they were taken into account in our analysis. 51 All of the names in this article are fictitious to preserve the participants’ confidentiality.
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