The Import of Time Frame and Tempo in Qualitative Longitudinal Research: Division I Symposium

Dorene Balmer; Lisi Gordon; Emiko Blalock; Divya Jindal-Snape

The Import of Time Frame and Tempo in Qualitative Longitudinal Research: Division I Symposium

Dorene Balmer, Lisi Gordon, Emiko Blalock, Divya Jindal-Snape

Research output: Contribution to conference › Paper › peer-review

Abstract

Whilst educational researchers often explore lived experiences relative to time, dominant approaches to research seldom grapple with the concept of time (Neale, 2019). We argue that educational research on career trajectories, transitions, and socialization demands the interrogation of time as an integral part of the process. Qualitative longitudinal research (QLR) is a methodology that generates qualitative data with the same participants through time to understand lived experiences as they unfold (Balmer, 2021). We highlight 3 papers to illustrate different ways of conducting QLR in professions education in terms of time frame and tempo: short-term and staccato, medium-term and tenuto, long-term and legato. Each paper pushes the boundaries of qualitative research and wrestles with consequences of walking alongside participants in QLR.

Original language	English
Publication status	Published - 15 Apr 2023
Event	American Educational Research Association Annual Meeting - Chicago, United States Duration: 13 Apr 2023 → 16 Apr 2023 https://www.aera.net/Events-Meetings/2023-Annual-Meeting (Link to Conference Website)

Conference

Conference	American Educational Research Association Annual Meeting
Country/Territory	United States
City	Chicago
Period	13/04/23 → 16/04/23
Internet address	https://www.aera.net/Events-Meetings/2023-Annual-Meeting (Link to Conference Website)

Cite this

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title = "The Import of Time Frame and Tempo in Qualitative Longitudinal Research: Division I Symposium",

abstract = "Whilst educational researchers often explore lived experiences relative to time, dominant approaches to research seldom grapple with the concept of time (Neale, 2019). We argue that educational research on career trajectories, transitions, and socialization demands the interrogation of time as an integral part of the process. Qualitative longitudinal research (QLR) is a methodology that generates qualitative data with the same participants through time to understand lived experiences as they unfold (Balmer, 2021). We highlight 3 papers to illustrate different ways of conducting QLR in professions education in terms of time frame and tempo: short-term and staccato, medium-term and tenuto, long-term and legato. Each paper pushes the boundaries of qualitative research and wrestles with consequences of walking alongside participants in QLR. ",

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AU - Balmer, Dorene

AU - Gordon, Lisi

AU - Blalock, Emiko

AU - Jindal-Snape, Divya

PY - 2023/4/15

Y1 - 2023/4/15

N2 - Whilst educational researchers often explore lived experiences relative to time, dominant approaches to research seldom grapple with the concept of time (Neale, 2019). We argue that educational research on career trajectories, transitions, and socialization demands the interrogation of time as an integral part of the process. Qualitative longitudinal research (QLR) is a methodology that generates qualitative data with the same participants through time to understand lived experiences as they unfold (Balmer, 2021). We highlight 3 papers to illustrate different ways of conducting QLR in professions education in terms of time frame and tempo: short-term and staccato, medium-term and tenuto, long-term and legato. Each paper pushes the boundaries of qualitative research and wrestles with consequences of walking alongside participants in QLR.

AB - Whilst educational researchers often explore lived experiences relative to time, dominant approaches to research seldom grapple with the concept of time (Neale, 2019). We argue that educational research on career trajectories, transitions, and socialization demands the interrogation of time as an integral part of the process. Qualitative longitudinal research (QLR) is a methodology that generates qualitative data with the same participants through time to understand lived experiences as they unfold (Balmer, 2021). We highlight 3 papers to illustrate different ways of conducting QLR in professions education in terms of time frame and tempo: short-term and staccato, medium-term and tenuto, long-term and legato. Each paper pushes the boundaries of qualitative research and wrestles with consequences of walking alongside participants in QLR.

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M3 - Paper

Y2 - 13 April 2023 through 16 April 2023

ER -

The Import of Time Frame and Tempo in Qualitative Longitudinal Research: Division I Symposium

Abstract

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