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Yansıtıcı Tematik Analiz: Bir Doktora Tez Çalışması Örneği

Year 2023, Volume: 19 Issue: 2, 388 - 408, 31.12.2023
https://doi.org/10.17244/eku.1300330

Abstract

Tematik analiz birçok farklı alanda ve metodolojik yaklaşımda sıklıkla kullanılan bir nitel veri analiz yöntemidir. Mevcut tematik analiz çalışmalarında en sık görülen sorunlardan biri tematik analizin sınırları belli tek bir yaklaşım olarak ele alınması ve uygulanmasıdır. Oysaki farklı felsefi temellere ve paradigmalara dayanan çeşitli tematik analiz yöntemleri bulunmaktadır. Tematik analiz yöntemleri içinde en çok atıf alan yaklaşımların başında yansıtıcı tematik analiz yöntemi gelmektedir. Ancak bu yöntemin eğitim bilimleri alanında nasıl kullanılacağına ilişkin kaynaklar sınırlıdır. Bu makale yansıtıcı tematik analiz yaklaşımını yabancı dil olarak İngilizce dersi veren bir grup öğretim elemanına yönelik çevrimiçi bir mesleki gelişim programının tasarlanarak uygulandığı bir doktora tezi çalışması bağlamında ele alarak araştırma tasarımı ve analiz sürecine ilişkin bilgiler sunmaktadır. Makale ayrıca yansıtıcı tematik analiz metodunu eğitim alanında kullanacak araştırmacılara yönelik olarak sürece ilişkin literatürden teorik ve pratik bilgiler ve uygulamalara ilişkin tavsiyeler içermektedir.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association: The official guide to APA style. (7th ed.). https://doi.org/10.1037/0000165-000
  • Biesta, G., & Burbules, N. C. (2003). Pragmatism and educational research. Rowman & Littlefield Pub Incorporated.
  • Birt, L., Scott, S. E., Cavers, D., Campbell, C., & Walter, F. M. (2016). Member checking. Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Allyn & Bacon.
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology, Vol. 2: Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological (pp. 57-71). American Psychological Association.
  • Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE.
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676x.2019.1628806
  • Braun, V., & Clarke, V. (2021a). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360
  • Braun, V., & Clarke, V. (2021b). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201–216. https://doi.org/10.1080/2159676x.2019.1704846
  • Braun, V., & Clarke, V. (2021c). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196
  • Braun, V., & Clarke, V. (2021d). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
  • Braun, V., & Clarke, V. (2021e). Thematic analysis: A practical guide. SAGE.
  • Braun, V., & Clarke, V. (2022). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 1–6. https://doi.org/10.1080/26895269.2022.2129597
  • Charmaz, K. (2014). Constructing grounded theory. SAGE.
  • Cooper, M. M. (1997). Distinguishing critical and post-positivist research. College Composition and Communication, 48(4), 556. https://doi.org/10.2307/358458
  • Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  • Creswell, J., & Poth, C. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications, Inc.
  • Deci, E.L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115.
  • Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–436). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n21
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 1–32). Sage Publications Ltd.
  • Finlay, L. (2021). Thematic analysis: The ‘Good’, the ‘Bad’ and the ‘Ugly’. European Journal for Qualitative Research in Psychotherapy, 11, 103–116. https://ejqrp.org/index.php/ejqrp/article/view/136
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). SAGE Publications, Inc.
  • Hınız, G. (2022). Design and implementation of an online professional development program concerning teacher behaviours influencing student engagement in EFL courses (Doktora tezi). Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
  • Holmes, A. B. (2020). Researcher positionality - A consideration of its influence and place in qualitative research - A New Researcher Guide. Shanlax International Journal of Education, 8(4), 1–10. https://doi.org/10.34293/education.v8i4.3232
  • Kidder, L. H., & Fine, M. (1987). Qualitative and quantitative methods: When stories converge. New Directions for Program Evaluation, 1987(35), 57–75. https://doi.org/10.1002/ev.1459
  • Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26. https://doi.org/10.5430/ijhe.v6n5p26
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. SAGE Publications.
  • Kuhn, T. S. (1969). The structure of scientific revolutions. Chicago: University of Chicago Press.
  • Lee, C. G. (2012). Reconsidering constructivism in qualitative research. Educational Philosophy and Theory, 44(4), 403–412. https://doi.org/10.1111/j.1469-5812.2010.00720.x
  • Mack, L. (2010). The philosophical underpinnings of educational research. 19, 5–11. http://www.apu.ac.jp/rcaps/uploads/fckeditor/publications/polyglossia/Polyglossia_V19_Lindsay.pdf
  • Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16(2), 193–205. https://brainmass.com/file/125444/mackenzie.pdf
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook. SAGE Publications, Incorporated.
  • Morgan, D. J. (2007). Paradigms lost and pragmatism regained. Journal of Mixed Methods Research, 1(1), 48–76. https://doi.org/10.1177/2345678906292462
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  • Ponterotto, J. (2015). Brief note on the origins, evolution, and meaning of the qualitative research concept thick description. The Qualitative Report. https://doi.org/10.46743/2160-3715/2006.1666
  • Pring, R. (2015). Philosophy of educational research. Bloomsbury Publishing.
  • Saldaña, J. M. (2016). The coding manual for qualitative researchers. Sage.
  • Sale, J., Lohfeld, L., & Brazil, K. (2002). Revisiting the quantitative-qualitative debate: Implications for mixed-methods research. Quality and Quantity, 36(1), 43-53. https://doi.org/10.1023/a:1014301607592
  • Scotland, J. (2012). Exploring the philosophical underpinnings of research: Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. English Language Teaching, 5(9). https://doi.org/10.5539/elt.v5n9p9
  • Scott, D., & Morrison, M. (2007). Key Ideas in Educational Research. A&C Black.
  • Smith, J. D., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. QMiP Bulletin, 1(10), 44–46. https://doi.org/10.53841/bpsqmip.2010.1.10.44
  • Stake, R. E. (1995). The art of case study research. Sage Publications, Inc.
  • Strauss, A. L., & Corbin, J. M. (Eds.). (1997). Grounded theory in practice. Sage Publications, Inc.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications Inc.
  • Terry, G., & Hayfield, N. (2021). Essentials of thematic analysis. American Psychological Association (APA).
  • Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In C. Willig & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (2nd ed., pp. 17-37). Sage.
  • Thematic Analysis | Just another University of Auckland Blogs Sites site. (2023). Retrieved April 10, 2023, from https://www.thematicanalysis.net/
  • Trainor, L. R., & Bundon, A. (2021). Developing the craft: reflexive accounts of doing reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 13(5), 705–726. https://doi.org/10.1080/2159676x.2020.1840423
  • Willig, C. (2013). Introducing qualitative research in psychology. McGraw-Hill Education (UK).

Reflexive Thematic Analysis: An Example of a Doctoral Dissertation Study

Year 2023, Volume: 19 Issue: 2, 388 - 408, 31.12.2023
https://doi.org/10.17244/eku.1300330

Abstract

Thematic analysis is a qualitative data analysis method used in many fields and research methodologies. One of the most common issues in current thematic analysis studies is the perception and implementation of thematic analysis as a single approach with certain boundaries. However, there are various thematic analysis methods based on different philosophical foundations and paradigms. Although the reflexive thematic analysis method is the most cited approach among thematic analysis approaches, resources regarding the application of this method in educational research are limited. This article discusses the reflexive thematic analysis approach in the context of a doctoral dissertation project and provides insights and information about the research design and analytical process in the field of education. The article also offers theoretical and practical recommendations to researchers.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association: The official guide to APA style. (7th ed.). https://doi.org/10.1037/0000165-000
  • Biesta, G., & Burbules, N. C. (2003). Pragmatism and educational research. Rowman & Littlefield Pub Incorporated.
  • Birt, L., Scott, S. E., Cavers, D., Campbell, C., & Walter, F. M. (2016). Member checking. Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Allyn & Bacon.
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology, Vol. 2: Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological (pp. 57-71). American Psychological Association.
  • Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE.
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676x.2019.1628806
  • Braun, V., & Clarke, V. (2021a). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360
  • Braun, V., & Clarke, V. (2021b). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201–216. https://doi.org/10.1080/2159676x.2019.1704846
  • Braun, V., & Clarke, V. (2021c). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196
  • Braun, V., & Clarke, V. (2021d). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
  • Braun, V., & Clarke, V. (2021e). Thematic analysis: A practical guide. SAGE.
  • Braun, V., & Clarke, V. (2022). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 1–6. https://doi.org/10.1080/26895269.2022.2129597
  • Charmaz, K. (2014). Constructing grounded theory. SAGE.
  • Cooper, M. M. (1997). Distinguishing critical and post-positivist research. College Composition and Communication, 48(4), 556. https://doi.org/10.2307/358458
  • Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  • Creswell, J., & Poth, C. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications, Inc.
  • Deci, E.L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115.
  • Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–436). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n21
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 1–32). Sage Publications Ltd.
  • Finlay, L. (2021). Thematic analysis: The ‘Good’, the ‘Bad’ and the ‘Ugly’. European Journal for Qualitative Research in Psychotherapy, 11, 103–116. https://ejqrp.org/index.php/ejqrp/article/view/136
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). SAGE Publications, Inc.
  • Hınız, G. (2022). Design and implementation of an online professional development program concerning teacher behaviours influencing student engagement in EFL courses (Doktora tezi). Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
  • Holmes, A. B. (2020). Researcher positionality - A consideration of its influence and place in qualitative research - A New Researcher Guide. Shanlax International Journal of Education, 8(4), 1–10. https://doi.org/10.34293/education.v8i4.3232
  • Kidder, L. H., & Fine, M. (1987). Qualitative and quantitative methods: When stories converge. New Directions for Program Evaluation, 1987(35), 57–75. https://doi.org/10.1002/ev.1459
  • Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26. https://doi.org/10.5430/ijhe.v6n5p26
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. SAGE Publications.
  • Kuhn, T. S. (1969). The structure of scientific revolutions. Chicago: University of Chicago Press.
  • Lee, C. G. (2012). Reconsidering constructivism in qualitative research. Educational Philosophy and Theory, 44(4), 403–412. https://doi.org/10.1111/j.1469-5812.2010.00720.x
  • Mack, L. (2010). The philosophical underpinnings of educational research. 19, 5–11. http://www.apu.ac.jp/rcaps/uploads/fckeditor/publications/polyglossia/Polyglossia_V19_Lindsay.pdf
  • Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16(2), 193–205. https://brainmass.com/file/125444/mackenzie.pdf
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook. SAGE Publications, Incorporated.
  • Morgan, D. J. (2007). Paradigms lost and pragmatism regained. Journal of Mixed Methods Research, 1(1), 48–76. https://doi.org/10.1177/2345678906292462
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  • Ponterotto, J. (2015). Brief note on the origins, evolution, and meaning of the qualitative research concept thick description. The Qualitative Report. https://doi.org/10.46743/2160-3715/2006.1666
  • Pring, R. (2015). Philosophy of educational research. Bloomsbury Publishing.
  • Saldaña, J. M. (2016). The coding manual for qualitative researchers. Sage.
  • Sale, J., Lohfeld, L., & Brazil, K. (2002). Revisiting the quantitative-qualitative debate: Implications for mixed-methods research. Quality and Quantity, 36(1), 43-53. https://doi.org/10.1023/a:1014301607592
  • Scotland, J. (2012). Exploring the philosophical underpinnings of research: Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. English Language Teaching, 5(9). https://doi.org/10.5539/elt.v5n9p9
  • Scott, D., & Morrison, M. (2007). Key Ideas in Educational Research. A&C Black.
  • Smith, J. D., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. QMiP Bulletin, 1(10), 44–46. https://doi.org/10.53841/bpsqmip.2010.1.10.44
  • Stake, R. E. (1995). The art of case study research. Sage Publications, Inc.
  • Strauss, A. L., & Corbin, J. M. (Eds.). (1997). Grounded theory in practice. Sage Publications, Inc.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications Inc.
  • Terry, G., & Hayfield, N. (2021). Essentials of thematic analysis. American Psychological Association (APA).
  • Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In C. Willig & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (2nd ed., pp. 17-37). Sage.
  • Thematic Analysis | Just another University of Auckland Blogs Sites site. (2023). Retrieved April 10, 2023, from https://www.thematicanalysis.net/
  • Trainor, L. R., & Bundon, A. (2021). Developing the craft: reflexive accounts of doing reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 13(5), 705–726. https://doi.org/10.1080/2159676x.2020.1840423
  • Willig, C. (2013). Introducing qualitative research in psychology. McGraw-Hill Education (UK).
There are 51 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Gökhan Hınız 0000-0003-3569-0198

Aysun Yavuz 0000-0001-6838-8695

Publication Date December 31, 2023
Submission Date May 22, 2023
Published in Issue Year 2023 Volume: 19 Issue: 2

Cite

APA Hınız, G., & Yavuz, A. (2023). Yansıtıcı Tematik Analiz: Bir Doktora Tez Çalışması Örneği. Eğitimde Kuram Ve Uygulama, 19(2), 388-408. https://doi.org/10.17244/eku.1300330