Interviu ir kokybinių duomenų turinio (kontentinės) analizės taikymas tiriant patyčias bendrojo lavinimo mokykloje

LTStraipsnyje teoriškai ir empiriškai pagrindžiamos kokybinių tyrimo metodų (turinio (kontentinė) analizės ir standartizuoto interviu) taikymo galimybės, tiriant kompleksinius, daugiamačius reiškinius, tokius kaip patyčios bendrojo lavinimo mokykloje. Straipsnyje pateikta detali empirinių duomenų apie patyčių reiškinio ypatumus ir raišką bendrojo lavinimo mokykloje analizė ne tik parodo kokybinių informacijos rinkimo ir jos apdorojimo metodų tinkamumą edukaciniams tyrimams, bet ir akivaizdžiai pademonstruoja jų privalumus, tiriant nevienareikšmius, naujus, gerai nepažintus reiškinius. Kokybinių tyrimų taikymas šiuo konkrečiu atveju įgalino gauti kokybiškai naujų duomenų apie patyčias, jų raiškos būdus ir prevencijos organizavimą, o tai sudaro palankesnes sąlygas ieškoti efektyvesnių problemos sprendimo būdų. [Iš leidinio]Reikšminiai žodžiai: Interviu; Patyčios; Turinio (kontentinė) analizė; Turinio analizė; Bullying; Content analysis; Interview.

ENArticle offers a theoretical and empirical substantiation of application opportunities of qualitative research data collection methods (a standardised interview and content analysis) for research into complex and multidimensional, polysemantic phenomena, such as bullying in the mainstream school. The article provides detail empirical data about the specificity and manifestations of the phenomenon of bullying in the mainstream school. Not only the authors show the appropriateness of the methods of qualitative information collection and its processing for educational research, they demonstrate their advantages in researching new, unknown phenomena. The application of qualitative research in this concrete case allowed obtaining qualitatively new data about bullying, the ways of its manifestation and prevention organisation problems. This, in its own way, creates more favourable conditions to look for more effective ways of solving the problem. An interview is a standardised conversation on a certain topic, employed by the researcher as information collection method. The researcher formulates theoretically targeted fixed questions. By the method of a standardised interview, information is collected from extensive questions, formulated in advance. Such interview has a definite form, while the answers of the research participants can be guessed. This makes collection of initial diagnostic information easier.A standardised interview is more oriented towards the precision of the obtained information; however, an emotional contact with the research subject is weaker, that is why educational practices tend to use a semi-structured interview, which foresees a few key questions (e.g. 6 to 10), which are made more detail during the research with regard to the situation, the nature of the previous response, etc. In comparison with surveying, interviews provide more extensive and reliable diagnostic information. It is not difficult to notice the reactions of the research subjects towards interview questions, their determination to give sincere answers. The application of the interview as a method of qualitative data collection is based on the assumption that it is useful to know the informants' points of view, their assessments and opinions. In the case of a standardised interview, the researcher strictly obeys the rules, while neither the questions nor the word order can be changed. In spite of the strictness more typical of the quantitative research, this interview is still qualitative, because the informants' answers are open. It is the most efficient way in order to decrease the bias of the research subjects and to compare the answers of the informants. The content of the answers to the questions of the standardised interview was analysed by applying the qualitative data analysis method. Texts were arranged from the point of view of their language, recordings were transformed into a text without missing the content of the information provided by the research subjects. The encoding and copying of the units of the text was performed. The codes help to restore the source of information; that is why they should contain the main characteristics (e.g. gender, age, etc.). [...]. [From the publication]

• Sociologija / Sociology
• Edukologija / Education