Title

Uncovering Teachers’ Perspectives Through Multiple Lenses of Data Collection and Analysis

Location

2072

Format Type

Paper

Format Type

Panel

Start Date

14-1-2017 1:10 PM

End Date

14-1-2017 2:20 PM

Abstract

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. Keywords: Visual Inquiry, Categorizing Strategies, Connecting Strategies, Professional Development, Teacher Perspectives, Higher Education

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Jan 14th, 1:10 PM Jan 14th, 2:20 PM

Uncovering Teachers’ Perspectives Through Multiple Lenses of Data Collection and Analysis

2072

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. Keywords: Visual Inquiry, Categorizing Strategies, Connecting Strategies, Professional Development, Teacher Perspectives, Higher Education