この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/55953
広島大学大学院人間社会科学研究科紀要. 教育学研究 5 号
2024-12-20 発行
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
Abstract
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.
About This Article
内容記述
本稿は，2023年12月10日に開催された日本乳幼児教育学会第33回大会自主シンポジウムでの話題提供がもとになっている。
著者キーワード
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)
権利情報
Copyright © 2024 人間社会科学研究科
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