PdF:SZ6082 Qualitative Data Analysis for - Course Information

SZ6082 Qualitative Data Analysis for Final Thesis

Extent and Intensity

0/2/0. 3 credit(s). Type of Completion: k (colloquium).
Taught online.

Teacher(s)

Mgr. Jana Obrovská, Ph.D. (seminar tutor)
Mgr. et Mgr. Michaela Spurná, Ph.D. (seminar tutor)
doc. Mgr. František Tůma, Ph.D. (seminar tutor)

Guaranteed by

doc. Mgr. František Tůma, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education

Timetable of Seminar Groups

SZ6082/01: each even Thursday 10:00–11:50 učebna 38, M. Spurná

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20

fields of study / plans the course is directly associated with

there are 182 fields of study the course is directly associated with, display

Course objectives

The course is taught only in Czech. The aim of the course is to develop the students’ practical skills in the area of qualitative data analysis in the light of relevant theoretical background. The students are expected to work with qualitative data (recordings of interviews, classroom teaching, etc.). The data will be analyzed by the students within the course for the purposes of their theses. The course focuses on selected aspects of data collection (selection of participants, entering the field, fieldwork, making recordings, ethical issues) and subsequent work with the data (various techniques of transcription, coding, interpretation and analysis using selected software tools). Attention will also be paid to research reports, selection of data excerpts, issues of generalization and the role of theory in interpreting data in various traditions of qualitative research. The research traditions will be selected on the basis of the needs of the students and the foci of their theses (e.g. narrative research, ethnography, grounded theory, conversation analysis).

Learning outcomes

The students will understand basic principles and procedures in qualitative data collection and analysis in selected research tradition, including related ethical issues. The student will be able to design a research project for a specific problem, to address the underlying assumptions and selected appropriate procedures of data collection as well as to collect the actual qualitative data (e.g. a classroom recording, an interview with a learner). The student will be able to process the data (e.g. transcribe, code, interpret, analyze) and to write at least a part of a research report. The students will be able to present the outcomes of their research both in spoken and written form. The presentation will be in line with the requirements relevant to the selected qualitative research tradition (e.g. trustworthiness, persuasiveness, accuracy, impact on the community).

Syllabus

• Main topics (the following is a preliminary outline; the actual topics will be selected and sequenced with regard to the needs of the students enrolled in the course): Session 1: Presentation of the students’ topics, requirements. An outline of qualitative research traditions. Data collection in qualitative research (e.g. interviews, classroom video-recordings): underlying assumptions, preparation, realization, ethical issues. Transcription in qualitative research, transcription conventions, software tools. An outline of data analysis, the relationship between transcription and data analysis. Session 2: Coding, interpretation and data analysis. Types of coding and codes, software tools that can be used in qualitative coding, practice of selected coding techniques and related analytical procedures (constant comparison, creating categories/topics, relationship among the codes, creating typologies of cases). Specific aspects of working with recordings, selected tools for synchronizing transcripts and recordings, microanalysis of selected sequences, creating a collection of sequences, practice of selected techniques and analytical procedures. Session 3: Preparation of qualitative research report: possible structures, working with data excerpts, working with theory. The issue of generalization in selected qualitative research traditions. Requirements related to qualitative research report (e.g. trustworthiness, persuasiveness, accuracy, impact on community). Oral presentation of findings and defence.

Literature

• Pomerantz, A., & Fehr, B. J. (2011). Conversation analysis: An approach to the analysis of social interaction. In T. A. van Dijk (Ed.), Discourse studies: A multidisciplinary introduction (2. vyd., s. 165–190). London: Sage.
• Řiháček, T., Čermák I., & Hytych, R. (2013). Kvalitativní analýza textů: čtyři přístupy. Brno: Masarykova univerzita.
• Yin, R. K. (2011). Qualitative research from start to finish. New York: Guilford Press.
• Walford, G. (ed.). (2008). How to do Educational Ethnography. London: Tufnell Press.
• TŮMA, František. Konverzační analýza a interakce ve třídě: východiska a metodologické aspekty (Conversation analysis and classroom interaction: Background and methodological aspects). Pedagogická orientace. Brno: ČPdS, 2016, vol. 26, No 3, p. 415-441. ISSN 1211-4669. Available from: https://dx.doi.org/10.5817/PedOr2016-3-415. URL info
• DELAMONT, Sara. Key themes in the ethnography of education : achievements and agendas. 1st pub. London: Sage, 2014, xi, 225. ISBN 9781412901598. info
• ŠEĎOVÁ, Klára and Roman ŠVAŘÍČEK. Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu (How to write qualitatively oriented research studies. Quality in qualitative research). Pedagogická orientace. Brno: Česká pedagogická společnost, 2013, vol. 23, No 4, p. 478-510. ISSN 1211-4669. Available from: https://dx.doi.org/10.5817/PedOr2013-4-478. Full text info
• EMERSON, Robert M., Rachel I. FRETZ and Linda L. SHAW. Writing ethnographic fieldnotes. Second edition. Chicago: University of Chicago Press, 2011, xxiii, 289. ISBN 0226206831. info
• KAUFMANN, Jean-Claude. Chápající rozhovor. Translated by Marie Černá. Vydání první. Praha: Sociologické nakladatelství (SLON), 2010, 151 stran. ISBN 9788074190339. info
• HAVE, Paul ten. Doing conversation analysis. 2nd ed. Los Angeles: Sage, 2007, x, 246. ISBN 9781412921756. info
• CRESWELL, John W. Educational research : planning, conducting, and evaluating quantitative and qualitative research. 2nd ed. Upper Saddle River: Pearson, 2005, xvi, 623. ISBN 013112790X. info
• HENDL, Jan. Kvalitativní výzkum : základní metody a aplikace. Vyd. 1. Praha: Portál, 2005, 407 s. ISBN 8073670402. info
• Qualitative research : theory, method and practice. Edited by David Silverman. 2nd ed. London: Sage Publications, 2004, xiii, 378. ISBN 076194933X. info
• KUČERA, Miloš. Školní etnografie : přehled problematiky. Praha: Pedagogická fakulta Univerzity Karlovy, 1992, 28 s. info

Teaching methods

Seminar, practical exercises, individual tasks

Assessment methods

Requirements: The students will actively participate in the seminars. They will produce a research report in which they will introduce the aims, research questions, procedures and outcomes of their research (more specific instructions including the expected structure and length will be introduced during the first session). During the final colloquium the students will briefly introduce the outcomes of their work and will be able to appropriately respond to the questions, by which they will demonstrate that have grasped the principles and procedures in a field of qualitative research.

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught annually.
Information on course enrolment limitations: Předmět bude otevřen pouze pokud se do něj zaregistruje do začátku semestru min. 10 studentů.

• Enrolment Statistics (recent)
  
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