Page 35 - 2023-Jour_90-1

After the first round of coding, we revisited the data and inductively coded a
second time, using descriptive coding (Saldaña, 2016) to focus on the underlying
topics of each coded passage (Miles et al., 2014). We then established nested subcodes
(Gibbs, 2007; Miles et al., 2014) to interrogate further in what ways participants
experienced the four sources of self-efficacy and to ultimately uncover themes that
might exist in the data (see Table 2).

Table 2

Level 2 Subcodes: Topical Categorization within Self-Efficacy Sources

Level 1 Code Level 2 Code

Mastery Experiences ● Content-specific preparation
● Evaluation purposes

● Experiencing a range of content areas
● Engaging in extra teaching practice
● Developing teacher presence

● Focusing on InTASC evaluation standards
● Strategy development

● Non-mastery activities
Vicarious Experiences ● Observing new strategies/tools

● Observing peers (presence, execution, teaching
style)

Verbal Persuasion ● Receiving peer feedback

● Receiving instructor feedback
● Feedback that informed field lessons
● Providing feedback to peers

● Structure and timeliness of feedback

Physiological Arousal ● Developing confidence
● Safe space to practice and learn
● Feelings of nervousness

In addition to applying the subcodes in Table 2 individually, we also dual coded
segments where students’ reflections were negative (e.g., “I did not think this
experience is representative of teaching kids”) to distinguish between participants
reflecting on their perceived self-efficacy attainment versus self-efficacy impediments.
Authors 1 and 2 coded simultaneously so as to engage in discussions that ensured
we applied codes consistently across analysis. As we coded, we created analytic
memos that cataloged emerging patterns in the data and allowed us to “interpret
how the individual components of the study weave together” (Saldaña, 2016, p. 48).
We identified overarching themes using a constant comparison model to distinguish

Promoting Professional and Personal Growth of Educators and Excellence in Education 33