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Lecturer(s)
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Hoffmannová Jana, PhDr. Ph.D.
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Svoboda Arnošt, PhDr. Ph.D.
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Šebek Luděk, Mgr. Ph.D.
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Course content
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- Introduction to Qualitative Research (QR) - Basic types of QR (case study, phenomenology, grounded theory, document analysis, ethnography including autoethnography and virtual ethnography) - Researcher's diary - Data collection methods (observation, interview, focus group, photography, video recording, audio recording, texts, online collection, internet texts and virtual environments as data sources for QR) - Sampling methods (snowball sampling, self-selection, purposive sampling) - Data processing methods - Data analysis methods (grounded theory, clustering, thematic analysis, IPA, etc.) - Methods for ensuring validity (triangulation of methods, data saturation, researcher credibility) - Ethics of QR - CAQDAS (Computer Assisted Qualitative Data Analysis Software) - Presentation (written and oral) of the results of qualitative research fieldwork, which, after possible expansionespecially of the theoretical partcan serve as the basis for publication in a peer-reviewed scientific journal. The student bases the drafting on the researcher's diary.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Observation, Activating (Simulations, Games, Dramatization), Group work, Analyzing and producing soundtrack
- Homework for Teaching
- 26 hours per semester
- Attendace
- 39 hours per semester
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Learning outcomes
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Qualitative research accompanies students through the landscape of qualitative approaches and methods, conveying the basic principles of "qualitative thinking." The course reveals to students the diversity and plurality of different perspectives, including examples of specific analyses. It provides essential orientation and helps students choose a method that best suits their needs. Students will become familiar, in the context of existing scientific paradigms, with the basic characteristics of qualitative research (QR) and its possible use within Kinanthropology. Students will gain an overview and awareness of the main types of QR, data collection methods, sampling strategies for the study, data processing methods, and approaches to data analysis, methods of ensuring validity, ethical aspects of QR, and CAQDAS (Computer Assisted Qualitative Data Analysis Software). Students will practically try selected data collection methods and their subsequent processing, including analysis - basics of coding, interpretation, and the production of the final report. Students will be introduced to data coding procedures in qualitative analysis software (Atlas.ti). Qualitative analysis requires not only a good knowledge of methodological principles but also a number of practical (and field-acquired) skills. The best way for a student to learn to conduct research is to have the opportunity to try the procedure, to follow step by step one's own thought process (the researcher's diary), to consult the method with more experienced researchers, and to share experiences with other students. The course includes examples of good practice - PDP.
The student will master the basics of the methodological principles of qualitative research. Qualitative analysis requires not only a good knowledge of methodological principles but also a number of practical (and field-acquired) skills. The student learns best how to conduct research by having the opportunity to try the procedure, to follow step by step one's own thought process (the researcher's diary), to consult the procedure with more experienced researchers, and to share experiences with other students. The student will be able to present the results of qualitative research in writing and orally, which, after expansion especially of the theoretical part, can serve as the basis for publication in a peer-reviewed scientific journal. The student bases the drafting on the researcher's diary.
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Prerequisites
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The student is curious and open to new experiences and ideas. The student actively participates in the course. The student completes assignments in Moodle. The student keeps a researcher's diary. The student studies the recommended literature. The student discusses, shares ideas and experiences with others in class. The student engages in critical thinking.
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Assessment methods and criteria
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Student performance, Dialog, Final Report
1) Creating the researcher's diary. 2) Presentation (written and oral) of the results of qualitative research fieldwork, which, after possible expansion, especially of the theoretical part, can serve as the basis for publication in a peer-reviewed scientific journal. The student bases the drafting on the researcher's diary. Add 1 - Contents of the researcher's diary: - description of the researched problem and its context - formulation of the objective and the research question - outline of the research procedure - notes from observations; creation of the recording sheet; reflection on experience and feedback - description of the procedure for selecting respondents, manner of arranging, introduction of respondents, feedback to respondents, ethical issues - preparation, organization, realization, and transcription of an individual interview - reflection on experience and feedback - preparation, organization, realization, and transcription of a focus group - reflection on experience and feedback - preparation, organization, realization of another chosen data collection method (timeline method, life line, collection of documents, videos, photos, etc.) - reflection on experience and feedback - processing, analysis, and interpretation of data - description and reflection on the data-analytic process according to the chosen approach to data inspection (coding, creating complex and detailed notes on data, memos - analytical notes as well as looser observations and questions that arise during analysis) - notes from sharing feelings of uncertainty, futility, confusion, standing still, searching, or inability to capture the essence in one's own analysis. Add 2 - Structure: - Abstract - engage the reader/listener, clearly name the studied phenomenon, methods, and research results. - Introduction - what the article will be about, why it is significant in the context of the given scientific discipline, what findings will be presented, and how the text will be structured. - Theoretical framework - a combination of presenting the studied problem and highlighting its key concepts and issues as sources of ideas and stimuli for conducting the study. The purpose of the theoretical part is not to accumulate others' ideas on the topic, but to use scientific concepts in a creative way, i.e., to define one's own stance toward borrowed definitions. The theses contained in the theoretical framework are also used in the results section for interpreting data. Ideally, it is a theoretical delimitation of the subject of the research. - Description of the research plan and progress - elaboration of the research questions and their - Explanation to the reader/listener, description of the path to obtaining the necessary data (how long the research lasted, where, with whom, which data collection methods were used, and what contributed to the success of their collection). - Outputs of data analysis and interpretation - description of analysis and interpretation of data with regard to the research question (carefully handling data fragments in the text - data sorting, coding, and categorization; clearly link data to core claims; offer developed interpretations; summarize empirical findings; ideally integrate findings into the context of existing theory). - Conclusion - sharing selected experiences from the research project (what worked, what was less successful, what to keep, what to do differently next time) - reflection on one's own research journey (what enriched me, what I learned).
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Recommended literature
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Hendl, J. (2005). Kvalitativní výzkum: základní metody a aplikace. Praha: Portál.
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Charmaz, K. (2006). Constructing grounded theory: a practical guide through qualitative analysis. Los Angeles, Calif: Sage Publications.
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Lincoln, Y. S., & Denzin, N. K. (2018). The Sage handbook of qualitative research (Fifth edition). London: Sage.
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Řiháček, T.; Čermák, I.; Hytych, R. (2013). Kvalitativní analýza textů: čtyři přístupy. Brno: Masarykova univerzita.
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Silverman, D. (2005). Ako robiť kvalitatívny výskum.. Bratislava: Pegas.
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Svoboda, A. Sportovní hvězda jako výsledek akumulace sportovního kapitálu. Sociologický časopis / Czech Sociological Review 52 (4), 535-556. 2016.
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Šebek, L., & Hoffmannová, J. Metoda focus group a možnosti jejího využití v kinantropologickém výzkumu. Tělesná kultura. 2010.
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Šeďová, K., & Švaříček, R. Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu. Pedagogická orientace, 23(4), 478?510. 2013.
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