Interpretation of data

I then began the interpretation of the data by moving to what Miles and Huberman (1984) call a more theoretical or conceptual mode of thinking. I began making inferences based on my reading of the data by asking myself searching questions about what the data were telling me, trying to draw out the deeper meaning in the data, i.e. by going beyond the words of the data, from the “empirical trenches to a more conceptual overview of the landscape” (Miles & Huberman, 1984: 228). Speculation is the key to developing theory in qualitative research (Merriam, 1988). Conceptualising the data allowed me to speculate and make assumptions about the practice of my programme in light of the participants’ experiences. It also enabled me to draw inferences about what shape further practice might take. During this process, I frequently thought about possible reasons that could be attributed to the participants’ responses and their likely implication for both pedagogy and future practice, while being careful to ensure that those thoughts were being managed as a researcher and not as an insider. This was an important step in ensuring trustworthiness in the interpretation of data as recommended by Lincoln & Guba (1985).

From the data, it was clear that participants could not separate their understanding of the meaning of critical thinking from their understanding of how they developed critical thinking skills over the three-year period. The themes themselves are not mutually exclusive; their existence is clear yet complex especially in the relationships they share with each other. There is, therefore, some overlap within the discussion which may appear repetitive, between these themes. Handling the interview data was challenging and resulted in creative chaos as I sifted through the large volume of interview data by trying to draw out the ideas that were emerging and then consolidating, as students progressed from year one to year three. Engaging deeply with the data however clarified and sharpened my thinking in relation to the main themes of the study. My interpretation of the data presents a thick description of patterns and ideas emerging from the interviews with the presentation of student interview responses followed by tutor interview responses. Presenting the findings in this way was a useful way of demonstrating the evolution of the students’ understanding of the meaning of critical thinking and their perception of how critical thinking developed throughout their three-year study period. I also developed a set of generalisations that explained the themes and relationships that had been identified in the data as advised by Denscombe (2005: 272). See APPENDIX 21 for a description of the themes.

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Discussing the initial emergent themes with EdD colleagues during study days were useful in confirming my interpretation of the data. Also beneficial was my contribution to in-house, national and international conferences and seminars where my findings were presented to mixed audiences comprising diagnostic radiographers and other health, social work and allied health professionals in practice and academia. From this study, a collaborative project is in the process of being developed with colleagues from three countries. These platforms, therefore, were valuable opportunities to gather meaningful feedback that aided the data analysis and interpretation process.

3.9. Chapter summary

In this section, the research methodology and all aspects of the research methods used in this study have been presented. Qualitative research involves the generation of rich, deep, meaningful, contextual data which are descriptive of participants’ opinions, perspectives, and experiences, and requires interpretation and understanding of those views. Qualitative research is judged by the alignment of the methodologies and methods used. Accordingly, I explained the methodological approach used in the design and conducting of the study and justified the framework within which the study is located. I described my ontological and epistemological position and aligned my methodology with the methods used. A number of strategies were used to assure the quality and rigour with which the study was conducted (methodological rigour) and data were analysed and interpreted (interpretive rigour). Thematic analysis was used in the data analysis process to extract the final themes emerging from the study. The principle approach in this study has been interpretative but has drawn upon the constructivist forms of understanding as theorised by Vygotsky and Bruner, in particular.

Having discussed the research methodology and methods employed in my study, the next chapter presents the findings in relation to participants’ understanding of what is meant by critical thinking.

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Chapter Four

Findings in relation to participants’ understanding of what is meant by

critical thinking

4.1. Introduction

In this chapter the findings in relation to my first research question, “what is radiography students’ and tutors’ respective understanding of what is meant by the term critical thinking?” are presented. First, the data from the student interview phases are presented followed by the tutor interviews. Changes in understanding were highlighted during the second and third phase student interviews. There were three subthemes which emerged from this theme and these are presented below. The subthemes closely match the meaning of critical thinking presented in my conceptual framework.

• Critical thinking as logical thinking involving the evaluation of information • Critical thinking as the decision-making process

• Critical thinking as reflection and metacognition Figure 4 presents the relationship between the subthemes.

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Figure 4. Visual illustration of the relationship between the subthemes

in relation to the meaning of critical thinking.

Later in the discussion chapter I discuss how these subthemes interrelate and overlap.