Qualitative research: the narrative-thematic analysis approach by Braun & Clarke

Abstract

Research, in every disciplinary field, is configured as a systematic and rigorous investigation process aimed at deepening and/or expanding the wealth of knowledge, theories and laws that characterize it. From this perspective, research methods in the educational field can be traced back to two main methodological orientations, distinguished on the basis of the difference between qualitative and quantitative approaches (Pagani, 2020). In the pedagogical field, qualitative research takes on an idiographic character, since it focuses on the particular and the individual case, rather than on the formulation of general laws aimed at standardizing and explaining multiple phenomena (Kuhn,1969). The workshop, carried out on the occasion of the seminar day entitled “Research methodology, educational professionalism and Neuroeducation” promoted by the Neuroeducation Research Working Group, held on 23 May 2025 at the University of Palermo, entitled “Qualitative research: the narrative-thematic analysis of Braun & Clarke” presented within this contribution. The objective was to offer participants an experience of methodological study on the qualitative analysis of textual data, through the analysis of case studies proposed and devised by the hosts, and to promote emancipatory educational practices, recognize and value differences (Demo, 2015), increasing docimological skills in order to recognize evaluation as a transformative educational practice. In this sense, formative assessment, understood as a constant dialogue between teacher and learner, represents - as Wiliam and Thompson (2007) point out - a device for regulating and co-constructing learning.