Teaching qualitative methods in times of global pandemics and beyond

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F24%3A10479396" target="_blank" >RIV/00216208:11230/24:10479396 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.4337/9781800378117.00023" target="_blank" >https://doi.org/10.4337/9781800378117.00023</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4337/9781800378117.00023" target="_blank" >10.4337/9781800378117.00023</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teaching qualitative methods in times of global pandemics and beyond

Popis výsledku v původním jazyce

While handbooks of qualitative methods usually offer a summary of methodical skills available to qualitative research with some basic guidelines on how to learn them, this chapter takes a step back to discuss the research design of qualitative methods in the first place. It does so to raise awareness of the importance of research design for good qualitative work and to provide tools for raising such awareness when teaching qualitative methods. The answers to some crucial and rarely addressed questions of qualitative methods will be discussed: How do we arrange the methods in response to the phenomenon we want to study? How do we react to the inconsistencies, ambivalence, and disruptions we might experience once we get in the field? How do we navigate the complexity of the researched matters within a codified guideline of qualitative methods protocols? These issues are part of the day-to-day research reality for qualitative researchers. Nevertheless, they seem to be situated somewhere between commonsense knowledge and practical hints or tips that are usually not covered in weighty methodological textbooks and teaching curricula.

Název v anglickém jazyce

Teaching qualitative methods in times of global pandemics and beyond

Popis výsledku anglicky

While handbooks of qualitative methods usually offer a summary of methodical skills available to qualitative research with some basic guidelines on how to learn them, this chapter takes a step back to discuss the research design of qualitative methods in the first place. It does so to raise awareness of the importance of research design for good qualitative work and to provide tools for raising such awareness when teaching qualitative methods. The answers to some crucial and rarely addressed questions of qualitative methods will be discussed: How do we arrange the methods in response to the phenomenon we want to study? How do we react to the inconsistencies, ambivalence, and disruptions we might experience once we get in the field? How do we navigate the complexity of the researched matters within a codified guideline of qualitative methods protocols? These issues are part of the day-to-day research reality for qualitative researchers. Nevertheless, they seem to be situated somewhere between commonsense knowledge and practical hints or tips that are usually not covered in weighty methodological textbooks and teaching curricula.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50602 - Public administration

Projekt

<a href="/cs/project/GA21-18033S" target="_blank" >GA21-18033S: Domov jako veřejněpolitický nástroj: emotivní dimenze domova v době karanténních opatření COVID-19 v Česku</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Handbook of Teaching Public Policy

ISBN

978-1-80037-810-0

Počet stran výsledku

20

Strana od-do

181-200

Počet stran knihy

564

Název nakladatele

Edward Elgar Publishing Ltd

Místo vydání

Cheltenham

Kód UT WoS kapitoly

—