Teacher-Generated Materials Dataset

Published: 25 August 2022| Version 1 | DOI: 10.17632/z9sc6d5s7d.1
Roy Kemm


Despite the widespread availability of commercially produced supplementary materials, many teachers choose to supplement textbooks with their own materials. These teacher-generated materials (TGM) currently represent an under-researched area within the larger field of materials development. This dissertation explores some of the reasons why teachers in the Japanese junior high school context choose to create and use TGM. A review of the literature relevant to materials development and TGM is presented, followed by an examination of the methods used for data gathering and analysis. Employing an approach based upon the Grounded Theory Methodology (GTM), this dissertation reveals four primary motivations for the choice of teachers to develop TGM as a supplement to mandated textbooks. The analysis and discussion of the motivations of teachers who participated in this study represent both an empirical confirmation of previous theoretical proposals and also a number of new findings. This dataset includes the coded transcripts of the unstructured interviews conducted with 5 Japanese junior high school teachers of English as well as the memos (from early memos through focused codes and theoretical sampling) written throughout the study.


Steps to reproduce

Unstructured interviews were conducted and analysed. Transcriptions were generated using intelligent verbatim transcription. Process coding was used to code the data, and focused codes generated from the resultant open codes. An approach following critical grounded theory was employed.


Education, Teacher Education, Applied Linguistics, Grounded Theory, Teaching Material