81 From Critic to Inspirer 3 themes. Within each of the themes, subthemes were developed relating to teacher qualities, twenty subthemes in total, between two and four subthemes per theme (see Table 3.1). We will not here describe in detail the subthemes, but description of those subthemes that are relevant to the profiles will follow in the second section, in which the four profiles will be presented. After description of each of the profiles, including the relationships with contextual and personal factors as well as subthemes, in the last section we will describe our analysis of the relationship between the profiles. Themes The environment theme related to contextual factors which were considered as either constructive or obstructive to teacher functioning. The main distinction between the themes of behaviours and competencies lay in the fact that teacher behaviours would be directly observable in real time, and that academics usually phrased their beliefs about teacher behaviours in the present tense, while competencies would not be directly observable and were phrased as a potential for behaviour, like: ‘the ability to…’ or ‘knowing how to....’ The convictions theme incorporated cognitive statements, describing convictions academics hold with regard to the teacher or regarding the process of learning and teaching. Coded text fragments were placed within this theme only per exclusionem (see methods). The identity theme incorporated beliefs about the identity of academics; participants used phrases such as ‘Someone who is…,’ ‘Being...,’ and ‘Willingness to....’ The main distinction between the identity and mission theme was whether the academic focused on him/herself or on the student. The mission theme, the core theme, dealt with the academic’s deeper motivation for teaching which revolves around others and in which the student is central. This was in line with Korthagen’s definition of the mission level as a ‘transpersonal’ level.35 Participants used terms like caring, sharing, helping, being dedicated, being passionate. Even though the environment, behaviours, competencies, and convictions themes incorporated affective aspects, the content was mainly cognitive. Examples of these cognitive aspects are: ‘preparing a teaching session’ or ’the ability to restructure.’ Within the identity and mission themes this was just the opposite: the identity theme incorporated mainly affective aspects, while the mission theme contained exclusively affective aspects of teacher qualities, for example ‘sharing one’s passion for learning with the students.’
RkJQdWJsaXNoZXIy MTk4NDMw