Deepening Understanding in Qualitative Inquiry

Bibliographic Data

ID12392135
AuthorsSusan Kerwin-Boudreau (Champlain College-Saint-Lambert), Lynn Butler-Kisber (McGill University, corresponding author)
Year2016
Publication date2016-05-30
Open AccessYes
TypeARTICLE
VenueQualitative Report (JOURNAL)
Journal identifiersISSN: 1052-0147 • E-ISSN: 2160-3715
PublisherNova Southeastern University (PUBLISHER • US)
DOI10.46743/2160-3715/2016.2623
OpenAlexW2477787022
LanguageEN
Citations received2
References cited4

In this paper the authors describe how the use of multiple methods of qualitative data collection over a two-year period, including interviews, concept maps and journals, and the analysis of data through visual inquiry, categorizing (constant comparison thematic analysis), and connecting (narrative analysis) provided a more comprehensive understanding of the process of evolution in college teachers’ perspectives on teaching and learning within a professional development program than would have emerged with only a single method . Concept maps provided an initial visual footprint of teachers’ emerging perspectives. Categorization revealed four major patterns across teachers’ perspectives. Connecting the data through narrative summaries exposed a contextualized rendition of aspects of individual teachers’ perspectives. Each of these three approaches offers a unique lens into qualitative data analysis, and when used together, they clarify important aspects of the phenomenon under investigation

Categorization · Data collection · Epistemology · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Qualitative analysis · Qualitative research · Social science · Sociology · Thematic analysis · Digital Storytelling and Education · Participatory Visual Research Methods · Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access