Abstract
Aim:The aim of this paper is to provide an overview of the IPA methodology and how this can be used in the field of educational psychology.Rationale:Originating in psychology and a popular choice in the health sciences, IPA is not yet a commonly used approach in educational psychology. The use of this methodology is gradually increasing. It is a particularly appropriate method to use for case studies and focusing on the perceived experiences of individuals, which is often relevant within educational research.Findings:This article presents an examination of IPA as a methodology, considering the theoretical and epistemological underpinnings.Limitations:IPA studies tend to focus only on small samples so there is no generalisability claimed. However, it is intended that, by close examination and metaphorically shining a light on a small area, this may lead to the illumination of the whole.Conclusions:The IPA methodology offers an approach that embraces the importance of individuals’ perceived experiences and the value in exploring the idiosyncratic accounts of small samples of ‘expert groups’. The holistic approach of IPA fits particularly well with the educational psychologists’ perspective of providing holistic support to pupils, schools, and families.
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