Resumé | Abstract
In this paper, a theoretical model is proposed to understand how creativity is involved in the qualitative data analysis experience to support students’ learning. It is important to ensure that students’ intuitive and personal knowledge about creativity is structured in a conscious manner. To do so, they should develop ways of reflection in action enabling them to adapt their own individual creativity in the qualitative data analysis experience. In this original model, I describe the process of qualitative data analysis as a reflection-writing dialectic combined with three movements of creativity which are: inspiration, working-out and detachment. This text highlights specific skills that are required at different times of the qualitative data analysis process to encourage teachers to support these skills development among their students.