Qualitative research - An introduction

1. Qualitativeresearch- An introduction Maija Lanas 14.10.2013

2. FIRST: WHAT IS THE PURPOSE OF LEARNING ABOUT RESEARCH IN THE FACULTY OF EDUCATION? • Aquire a researcher -orientation to the world: • Learn to study own surroundings • Changing knowledge: Learn to adapt to new knowledge and research during the decades • Become an autonomous professional instead of someone carrying out orders from others. • Teachers who have not had training in research are not capable of understanding and adapting to new arising knowledge (according to research)

3. What is qualitative research? Typically small data (even lessthanfive) and in depth analysis. Qualitative  As in looking into the quality of something (Quality as in ’nature’,not high/low quality) Typical interests: understanding the meanings, experiences, processes topics in which large quantities of data give no more infomation Focus on practice and process rather than outcomes Often non-generalizable ”if you describe a standard, youstop describingindividuals”

4. BUT Every answer to ”What is qualitative research?” tends to subscribe to some epistemology or ontology and leave out something else - and it will not be accepted by all qualitative researchers. A better question: What can it be? i.e. Assume something about knowledge and reality

5. Narrative, ethnographic, phenomenological, phenomenographic, action research, grounded theory, discourse analysis, historical research, philosophical research, post-colonial research, hermeneutical... To every question (that makes sense) there is a method

6. METHOD METHODOLOGY Tick in a box -Questionnaires? Reflective interviewing e.g. Interviews How do ”good girls” deal with frustration? How is Russia presented in Finnish main newspapers? Where are students’ favourite places in schools? How do teachersin Tanzaniaand Finland approachmisbehaviour? Interviewing journalists? Discourse analysis or content analysis Analyse the content of papers Questionnaire to the principal? Narrative/ mixed methods, ethnographic Interview, gps –tracking, observation In depth interview + e-mail questionnaire ethnography, narrative, mixed methods Observation/intervies/ questionnaire Validity: study what you think you are studying Reliability: are your results trustworthy?

7. How doteachersunderstand the meaning of RE? The questionmustbebased on something How dochildrenunderstandreligion? EXAMPLE – Findmistakes: Research question: How religious are people? Method: Questionnaire to religious strangers (to ensure objectivity) • do you read the bible, how often? • have you ever committed adultery? • ... Results: An objective graph of how religious people are. Confirm hypothesis: proofthat they arenot as religious as theythink, exposethem. validity reliability Researcher’s positioning • RESEARCH ETHICS: • research question • methods • reporting

8. A general guideline, simple version • What interests you, a general topic, anything? • Read about what the world already knows about the topic • What further triggers your interest? Focus on that, keep reading. Decide your research question. • How can you find an answer to your question? Read about appropriate methodologies. What feels like you?Focus on that. Keep reading. Decide your methodology. • Make a plan for the methods you use in constructing and analysing data. Keep in mind: how does this help you find the answer to your question? • Execute your plan. • Do you need to adjust your questions or framework as you analyse the data? What is the difference between academic texts and e.g. Newspapers?

9. WHY DO WE NEED THEORY? Learnwhat is already known Basis for yourresearch and yourquestion