Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
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5.2 Research Design and Methods
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5.2.4 Data Collection and Analysis

5.2.4 Data Collection and Analysis

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The interviews, each lasting between 45 and 60 minutes, were audio recorded with the participants’ consent and transcribed verbatim. I used YouTube’s automatic transcription tool as a first step, then manually checked each transcript twice against the original recordings for accuracy. The transcriptions were returned to the participating teachers for member checking. Some made small edits or added clarifications to ensure that their intended meanings were captured.

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The data were analysed thematically, guided by the research questions and following Braun and Clarke’s (2006) six-phase framework: familiarisation with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. Coding focused on both attitudes and practices related to CDA and ICC, without considering age or gender as variables. To enhance the consistency and reliability of the coding, a co-coder—a doctoral researcher working in the field of intercultural education—independently coded a sample of the transcripts. Minor differences in coding were discussed, and the co-coder’s suggestions were integrated.

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Three overarching themes and related subthemes were identified:
A. Teachers’ Perceived Attitudes Toward the Concept of Culture and Culture Teaching

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  • Definitions of culture (big C/little c)
  • Views on the language-culture relationship
  • Influence of intercultural experiences
  • Role of culture in English classes
  • Elements of culture in language education
B. Teachers’ Perceived Attitudes Toward Learning About Other Cultures

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  • Preferred approaches to cultural learning
  • Reflections on cultural misunderstandings
C. Teachers’ Practices for Developing CDA and ICC

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  • Strategies for teaching culture
  • Approaches to fostering attitudes such as empathy, openness, and respect
  • Use of multicultural classrooms as a resource
  • Perceived impact of curricula, syllabi, and materials
  • Challenges and barriers to culture teaching
 

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In addition to these main themes, two further dimensions emerged inductively during coding:

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  • The teachers’ own cultural identities and their relevance to CDA
  • References to deep culture and critical culture teaching
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

These additional aspects provided a more nuanced picture of how the participating teachers conceptualised and enacted culture-related teaching.
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