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.
Visual Inquiry, Categorizing Strategies, Connecting Strategies, Professional Development, Teacher Perspectives, Higher Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Kerwin-Boudreau, S., & Butler-Kisber, L. (2016). Deepening Understanding in Qualitative Inquiry. The Qualitative Report, 21(5), 956-971. Retrieved from https://nsuworks.nova.edu/tqr/vol21/iss5/13