The Potential of Field Notes in Educational Research

Abstract

Field notes are a key methodological tool, though still under-systematized, for understanding situated school experiences. This theoretical-reflective essay aims to analyze the methodological value of field notes by proposing definitions, possible uses, and concrete forms of analysis. It offers recommendations for their use (reflective, methodological, and analytical), introduces two types of recording (descriptive and personal), and suggests two complementary analytical approaches (one category-based and another emergent, focused on critical events). The text is especially intended to support graduate students and novice researchers working with school communities and qualitative methodologies.