Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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3. Research Design and Methods
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3.3. Studies 1 and 2 – The Interview Studies
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3.3.2. Methods of Data Collection and Analysis
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3.3.2.3. Study 2 – The Main Study in the Secondary School Context

3.3.2.3. Study 2 – The Main Study in the Secondary School Context

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The interviews took place in the summer of 2019, and they were conducted in the participants and the researcher’s shared native language, Hungarian. The interviews with those participants who lived in the countryside were conducted online, using Skype, and with those who lived in the capital, face to face. The length of the interviews varied between 25 and 75 minutes, depending on how talkative the interviewees were.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To warm up the participants at the beginning of their interviews, they were asked what they loved the most about teaching English. Then, they were essentially asked the same questions as the teacher trainers: the topics they like and dislike dealing with in their classes, the global content in their classes, whether they consider themselves as teachers or educators, and their views on global competence development and global citizenship were also addressed. In the end, they were asked whose role it is to develop students’ global competence and they were invited to think about a potential implementation of GCD in their classrooms and their needs in connection with that.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The interviews were transcribed using the traditional method of listening to and typing down the recordings during the 2019 Autumn semester. The interviews were analysed using the constant comparative method in the Summer of 2020 using the same procedure as described above in Section 3.3.2.1. The findings of this study on secondary teachers’ views on GCD were published as a chapter in the volume, Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies: How do education systems contribute to raising global citizens? by Springer (Divéki, 2022b).
 
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