The inevitable pull of the river's current: interpretations derived from a single text using multiple research...

Area of Science:

• Qualitative Research Methods
• Interpretive Analysis
• Doctoral Education

Background:

• Doctoral students require training in interpretive analysis.
• Understanding diverse qualitative research traditions is crucial for robust interpretation.
• Developing interpretive thinking is a key learning outcome in doctoral studies.

Purpose of the Study:

• To illustrate how doctoral students develop interpretive thinking, reading, and writing skills.
• To examine the learning process of students analyzing a common interview transcript across different qualitative traditions.
• To present shared and disputed meanings emerging from interpretive analysis.

Main Methods:

• Doctoral students from various qualitative traditions engaged in interpretive analysis of a shared interview transcript.
• Students were tasked with providing a convincing textual account and demonstrating interpretive understanding within their tradition.
• The study analyzed the collective experiences and outcomes of this interpretive assignment.

Main Results:

• Students demonstrated varied approaches to interpretive analysis based on their research traditions.
• The assignment facilitated the development of interpretive skills, including critical reading and persuasive writing.
• Shared and contested interpretations of the interview transcript emerged, reflecting diverse scholarly perspectives.

Conclusions:

• The study provides a model for teaching and learning interpretive analysis in qualitative research.
• Mentors and novice researchers can benefit from understanding the nuances of interpretive meaning-making.
• Exposure to multiple qualitative traditions enhances a student's interpretive repertoire.