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Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning

Clarke, Victoria; Braun, Virginia

Authors

Virginia Braun



Abstract

With qualitative research methods an integral part of the psychology curriculum, questions arise of what approaches to teach, and how to teach them. We think thematic analysis (TA) offers a useful – and a relatively easy to teach and learn – basic introduction to qualitative analysis (see Braun & Clarke, 2006; 2012, 2013; Clarke & Braun, 2013); yet even teaching a fairly accessible approach like TA presents challenges in the classroom. Drawing on our experiences, and 38 responses from psychology students to a short qualitative survey on students’ experiences of qualitative and TA teaching, we explore some of the challenges of teaching TA to students new to qualitative research, and suggest strategies for overcoming these. Many of these are not specific to TA; they apply to teaching qualitative research more broadly, but we focus our discussion on TA.

Journal Article Type Article
Publication Date Jan 1, 2013
Journal The Psychologist
Print ISSN 0952-8229
Publisher British Psychological Society
Peer Reviewed Peer Reviewed
Volume 26
Issue 2
Pages 120-123
Institution Citation Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. Psychologist, 26(2), 120-123
Keywords thematic analysis, teaching
Publisher URL http://www.thepsychologist.org.uk/archive/archive_home.cfm?volumeID=26&editionID=222&ArticleID=2222

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