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 1:30 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
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
Comments
Breakout Session H