The Application of Ego-Network-Centred Cards and Storylines in the Practice of Educational Research

In the wake of the profound social and economic shifts following the COVID-19 pandemic, qualitative research faces the urgent challenge of adapting its methodological tools to a rapidly changing world. This study responds to that challenge by examining how innovative and revitalized qualitative approaches can enhance the credibility and depth of educational research in contemporary contexts. Emphasis is placed on the need for indirect methods, especially in studies involving teachers, teacher trainees, and parents, where conventional, passive roles in research are shifting toward more active and engaged participant involvement. Two methods – ego-network-centred card and storyline – are introduced in the study, which have been applied in the investigation of teachers’ thinking, but are adaptable to various educational contexts, including both institutional and individual research. These methods are presented in a practical, user-focused framework, prioritizing their reproducibility and providing detailed guidance for their application. In order to this, methodology is structured around the methods’ history, advantages, challenges, and comprehensive examples of their use in educational research.