Page 73 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 73
iews of primary school and kindergarten teacher students about lifelong learning
The respondents did not receive any instructions about the extent or
time limits, so the writings that have been produced vary in length and
depth. It made the analysing a little more difficult, but this decision also
provided us a higher chance for objectivity, because we did not restrict the
thoughts of students with any concrete instruction. In this case, the aspects
of length and depth were tell-tale signs of the attitudes and awareness about
LLL in the essays. After collecting the writings, the next steps of my quali-
tative research was characterized by an inductive logic directive. Based on
this principle, I set up my findings and the resulting categories based on the
text, and I deduced generalizations from observations based on the collect-
ed empirical data (Glaser and Strauss, 1967). This is one of the most popu-
lar trends in conducting content analysis.
As the analysis was done by using the method of qualitative content
analysis, using the grounded theory was a self-evident step for the fur-
ther analytical steps in my research. (Glaser and Strauss, 1967; Mitev, 2012).
Based on this model, I coded the finished texts on substantive and theo-
retical levels (Mitev, 2012). In the first phase, I marked the keywords in the
writings and then separated the keywords from various aspects by catego-
rizing them with colour and form codes. Finally, I put the originally-de-
fined concepts into the categories that I set up in a coherent system so I got
the five separate dimensions mentioned above.
Results of the qualitative content analysis
The results of the study will be presented with focusing on the two main in-
terpretations discovered in the analysed text: lifelong education (1) and life-
long learning (2) along the main dimensions of the essays. According to the
dimensions, the answers of the two subsamples are shown separately, and
the frequency of the responses in each category are shown in brackets in or-
der to make it easier to follow (Table 15).
Overall, the results show that although the attitudes toward the con-
cept are consistently positive, students are unaware of its complexity and
necessity in their own field.
73
The respondents did not receive any instructions about the extent or
time limits, so the writings that have been produced vary in length and
depth. It made the analysing a little more difficult, but this decision also
provided us a higher chance for objectivity, because we did not restrict the
thoughts of students with any concrete instruction. In this case, the aspects
of length and depth were tell-tale signs of the attitudes and awareness about
LLL in the essays. After collecting the writings, the next steps of my quali-
tative research was characterized by an inductive logic directive. Based on
this principle, I set up my findings and the resulting categories based on the
text, and I deduced generalizations from observations based on the collect-
ed empirical data (Glaser and Strauss, 1967). This is one of the most popu-
lar trends in conducting content analysis.
As the analysis was done by using the method of qualitative content
analysis, using the grounded theory was a self-evident step for the fur-
ther analytical steps in my research. (Glaser and Strauss, 1967; Mitev, 2012).
Based on this model, I coded the finished texts on substantive and theo-
retical levels (Mitev, 2012). In the first phase, I marked the keywords in the
writings and then separated the keywords from various aspects by catego-
rizing them with colour and form codes. Finally, I put the originally-de-
fined concepts into the categories that I set up in a coherent system so I got
the five separate dimensions mentioned above.
Results of the qualitative content analysis
The results of the study will be presented with focusing on the two main in-
terpretations discovered in the analysed text: lifelong education (1) and life-
long learning (2) along the main dimensions of the essays. According to the
dimensions, the answers of the two subsamples are shown separately, and
the frequency of the responses in each category are shown in brackets in or-
der to make it easier to follow (Table 15).
Overall, the results show that although the attitudes toward the con-
cept are consistently positive, students are unaware of its complexity and
necessity in their own field.
73
