质性教育研究中运用归纳取径确保可信赖性：两位青年研究者对博士阶段数据分析的自我民族志考察

摘要

确保质性研究的可信赖性，始终是教育研究中的一项关键挑战。然而，青年研究者往往缺乏系统的指引来提升质性数据分析的可信性。一个关键问题在于，学界对支持系统化主题生成与理论发展的归纳取径讨论有限。为填补这一空白，本研究考察两位青年研究者在其博士阶段如何运用三层次归纳方法论来增强研究发现的可信赖性。研究采用自我民族志取径，发现该方法论加深了她们对参与者经验的理解，促成了有效主题的浮现，并强化了可信性、可迁移性、可靠性与可确认性。这些发现为采用类似取径的研究者提供了确保质性探究之可信赖性的具体策略。本研究还强调，应当为教育学科的博士研究者配备严谨开展质性研究的策略，从而最终提升其研究质量。

Abstract

Ensuring the trustworthiness of qualitative research remains a critical challenge in educational research. However, early career researchers often lack structured guidance on enhancing the credibility of qualitative data analysis. A key issue is the limited discussion on inductive approaches that support systematic theme generation and theory development. To address this gap, this study examines how two early-career researchers employed a three-level inductive methodology during their PhD studies to strengthen the trustworthiness of their findings. Using an autoethnographic approach, the study finds that this methodology deepened their understanding of participants' experiences, facilitated the emergence of valid themes, and reinforced credibility, transferability, dependability, and confirmability. These findings offer concrete strategies for researchers undertaking similar approaches to ensure trustworthiness in their qualitative inquiry. This study also highlights the importance of equipping PhD researchers in education with strategies to navigate qualitative research rigorously, ultimately enhancing the quality of their studies.