I have been writing about, so thinking about, the role of qualitative data analysis instruction in the overall process of learning how to do qualitative inquiry.
During the past year or so, I have shared with a few people my increasing interest in teaching with an analysis-first or analysis-nearly-first approach. This mostly came about after I read Qualitative research analyzing life by Saldaña and Omasta. As a result, I have had questions from colleagues because I have moved away from an interview-first approach. "You need to know how to get data," people have said, "before you can start on analysis." I've given this some thought and wondered, in comparison: Is it necessary to know how to build a bicycle, in order to ride a bicycle?
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AuthorI am Sheryl L. Chatfield, Ph.D, C.T.R.S. I am a member of the faculty in the College of Public Health at Kent State University. I also Co-coordinate the Graduate Certificate in Qualitative Research and I am a member of the Design Innovation Team at Kent State. Archives
February 2024
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