This paper is about analyzing qualitative data. The background of this study is one teacher’s classroom, and how this teacher works to include pupils with introvert behavior. The teacher is a classteacher for pupils in the second grade (about 7 years old) in the elementary school. This means to study the teacher’s actions in the classroom, and also how the teacher reflects upon her own practice.

The data collection took place from March 2012 until November 2012, but the most intensive period for the data collection was from March till May. The data in this study comprises 24 pages of handwritten observation, 4 interviews with the teacher and 163 pages of transcribed interviews, over 7 hours videorecording from the classroom, interview with the parents and the teacher and 11 pages transcribed interview, 2 pages statistical observations, 2 pages transcribed part of one sequence from videorecording and my own research diary (log).

In method literature there are a lot of proposal of how to analyze qualitative data, but there are no universal recipes to follow. This means that I can choose between lots of proposal when analyzing. I can use the constant comparative method with codes and categories, I can identify patterns of the teachers thought and behavior (Fetterman, 1998, in Moen, 2011), I can  search to find recurring traits of the teacher’s actions and behavior (Guðmundsdóttir, 1992/2011), or repeating patterns in the data material (Guðmundsdóttir, 1992/2011; Moen, 2011).

Despite all proposal in literature about qualitative method, it is argued that the researcher is the most important research instrument in all qualitative research (example Creswell, 1998; Guðmundsdóttir, 1992/2011; Moen, 2011)). It is further argued that the researcher has to be aware of her own reflexivity during the whole process. In this presentation I want to focus on my role in the process of analyzing data. The research question is: How is my role in the analyzing process? The aim with this paper is to pay attention to the researcher’s reflexivity in classroom research studies.

The research question in this presentation is important for at least three reasons. First it is important to me, so I can be conscious about my own role and how I as a researcher influence this study, and specially be conscious my influence in the analyzing process. Second it is important to my participant, the teacher, so she can be confident that it is her perspective that will be focus in this study. Third it can be important for readers of a future paper concerning the topic of analyzing qualitative data.

My aim is to be as inductive in the research process as possible. An inductive researcher search for theory that can explain the data, in contrast to the deductive researcher who try to find data that match the theory (Goetz & LeCompte, 1984,in Nilssen, 2012). The aim of being an inductive researcher is not quite doable, because I have lot of luggage with me; my understanding, values, theories, experience, and assumptions.

Creswell, J. W. (1998). Qualitative Inguiry and Research Design. Choosing Among Five Traditions. Thousenad Oaks: SAGE Publications. Guðmundsdóttir, S. (1992/2011). Den kvalitative forskningsprosessen. In T. Moen & R. Karlsdóttir (Eds.), Sentrale aspekter ved kvalitativ forskning (pp. 15-31). Trondheim: Tapir akademisk forlag. Moen, T. (2011). Narrativ forskning - fundament, premisser og prosess. In T. Moen & R. Karlsdóttir (Eds.), Sentrale aspekter ved kvalitativ forskning (pp. 87-101). Trondheim: Tapir akademisk forlag. Nilssen, V. (2012). Analyse i kvalitative studier. Den skrivende forskeren. Oslo: Universitetsforlaget.