保育者の実践知を探る質的データ分析法としてのSCAT

SCAT as a Qualitative Data Analysis Method to Examining the Practical Knowledges of Early Childhood Teachers

Nakatsubo Fuminori

Kato Nozomi

Hida Takeshi

Uchida Chiharu

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this study is to examine how the Steps for Coding and Theorization (SCAT), a qualitative data analysis method that uses generative coding, contributes to exploring the practical knowledge of early childhood teachers. The study results revealed the following three points. First, the codes generated by SCAT can accurately express the items that early childhood teachers in charge of temporary childcare are mindful of on a daily basis. Second, SCAT can uncover the deeper meaning that lies within the narratives of early childhood teachers in Japan and the United States, such as things they wanted to say but could not express well. Third, SCAT can benefit from careful close readings, appropriate interpretations, and detailed interpretations.

Early Childhood Teachers

Practical Knowledge

Qualitative Data Analysis Method

Steps for Coding and Theorization (SCAT)

保育者

実践知

質的データ分析法

Steps for Coding and Theorization (SCAT)

jpn

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

Copyright © 2024 人間社会科学研究科

日本学術振興会

Japan Society for the Promotion of Science

[Crossref Funder] https://doi.org/10.13039/501100001691

日米中の保育者の多様な声に基づく「文化的営みとしての保育」概念の構築

Development of the concept of "early childhood education and care as the cultural practices" based on the multi-voices of early childhood teachers in Japan, US., and China.

23K20692