Publication: Análisis de datos cualitativos a través del sistema de tablas y
matrices en investigación educativa
Authors
Hernández De la Torre, Elena ; González Miguel, Sandra
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.435021
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info:eu-repo/semantics/article
Description
Abstract
Este artículo tiene como objetivo aportar sistemas de análisis cualitativo de los datos
generados a partir de la información obtenida en entrevistas de grupos focales y grupos de
discusión como método de aprendizaje compartido y con carácter conversacional. Se han
llevado a cabo entrevistas con dos grupos de expertos en educación, por una parte grupos
focales formados por 4/5 profesores-asesores de centros de profesorado; por otro lado
grupos de discusión formados por 4/6 profesores-mentores. Se ha utilizado un grupo de cada
estrategia grupal para el análisis cualitativo de los datos, siendo los tópicos utilizados en los
grupos focales “Ventajas e inconvenientes de la participación de centros educativos en redes
escolares” y en los grupos de discusión “Identificación de obstáculos y barreras en el proceso
de asesoramiento a docentes principiantes”. En ambos casos se ha profundizado en la
conversación sobre sus propias experiencias profesionales siendo analizadas con sistemas
de tablas y matrices de las cuales proponemos dos modelos. Se concluye la necesidad de
utilizar modelos rigurosos de análisis sistemático de la información obtenida con el objetivo
de construir teorías sólidas por parte de los entrevistados sobre los tópicos a tratar en
experiencias compartidas para la construcción del conocimiento.
This article aims to provide qualitative analysis systems of the data generated from the information obtained in interviews of focus groups and discussion groups as a method of shared and conversational learning. Interviews have been carried out with two groups of experts in education, on the one hand focus groups formed by 4/5 teachers-consultants of teaching centers; on the other hand discussion groups formed by 4/6 teacher-mentors. A group of each group strategy has been used for the qualitative analysis of the data, the topics being used in the focus groups “Advantages and disadvantages of the participation of schools in school networks” and in the discussion groups “Identification of obstacles and barriers in the process of advising beginner teachers”. In both cases, the conversation about their own professional experiences has been deepened, being analyzed with systems of tables and matrices of which we propose two models. It concludes the need to use rigorous models of systematic analysis of the information obtained with the objective of building solid theories by the interviewees on the topics to be treated in shared experiences for the construction of knowledge.
This article aims to provide qualitative analysis systems of the data generated from the information obtained in interviews of focus groups and discussion groups as a method of shared and conversational learning. Interviews have been carried out with two groups of experts in education, on the one hand focus groups formed by 4/5 teachers-consultants of teaching centers; on the other hand discussion groups formed by 4/6 teacher-mentors. A group of each group strategy has been used for the qualitative analysis of the data, the topics being used in the focus groups “Advantages and disadvantages of the participation of schools in school networks” and in the discussion groups “Identification of obstacles and barriers in the process of advising beginner teachers”. In both cases, the conversation about their own professional experiences has been deepened, being analyzed with systems of tables and matrices of which we propose two models. It concludes the need to use rigorous models of systematic analysis of the information obtained with the objective of building solid theories by the interviewees on the topics to be treated in shared experiences for the construction of knowledge.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, N. 3, V. 23, 2020
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