2.3 Data Analysis Data was analysed under key areas listed below: • Personal and professional profile of the TEs – to understand what exists versus what is expected; • Skills and competencies of the TEs – as envisaged by the TEs and M.Ed. students and gaps thereof; • Various elements of the curriculum and the teaching practices: –– The depth of the cognitive elements in the professional subjects such as Philosophy, Psychology, Sociology and History of Education; –– The content and transaction of methodology papers; integration of theory with practical experience and other field activities; –– Acquisition of , professional and social skills and competencies required of a teacher educator; transversal or horizontal skills, such as ‘learning to learn’, ‘learning to do’, learning to unlearn and learning to relearn? –– Modes of assessment. Responses were carefully examined and main themes and trends were identified based on the frequently occurring responses. These were set as indicators in each of the key areas of analysis. For each response, content analysis was done to understand the context, matter, extent and effect of the responses18. The study largely followed the content analysis model defined by Ole Rudolf Holsti, “… technique for making inferences by systematically identifying specified characteristics of messages19.
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18 Krippendorff , Klaus ( 2012). Content Analysis; An Introduction to its Methodology, 3rd Edition, Thousand Oaks, CA: Sage, 441 pp 19 Holsti , Ole R. Content Analysis for the Social Sciences and Humanities. Reading, MA: Addison-Wesley. 1969
ANNEXURE