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Using semi-structured interviews with 20 experts across six groups, the study collected independent interpretations of four drawings from Year 5 and Year 6 pupils without contextual information. Reflexive thematic analysis with combined deductive-inductive coding shows that professional background guides attention and meaning-making. Interdisciplinary interpretation, additional sources, and children’s own perspectives are emphasized to address interpretive limits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/same-drawing-different-readings-professional-vision-and-the-limits-of-interpreting-visual-data-in-educational-research/664789/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/same-drawing-different-readings-professional-vision-and-the-limits-of-interpreting-visual-data-in-educational-research/664789.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-29",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research question of the study?","Question",{"text":112,"@type":113},"The study investigates how experts from different professional backgrounds interpret the same children’s drawings, identifying both convergences and divergences in their interpretations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers collect interpretation data?",{"text":117,"@type":113},"They conducted semi-structured interviews with 20 experts representing six professional groups, who independently interpreted four drawings by Year 5 and Year 6 pupils without additional contextual information.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about differences between professional groups?",{"text":121,"@type":113},"Professional background shapes where experts focus and how they attribute meaning, with teachers and educators emphasizing educational context, psychologists focusing on emotional indicators, art experts on visual expression, and philosophers on interpretive limits and dialogue with the child.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},664789,1793272787,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Journal of Pedagogical Research Volume 10, Issue 3, 2026  \n[https://doi.org/10.33902/JPR.202647695](https://doi.org/10.33902/JPR.202647695)  \nResearch Article  \nSame drawing, different readings: Professional vision and the limits of interpreting visual data in educational research  \nJosipa Jurić1 and Daliborka Luketić2  \n1 University of Split, Faculty of Humanities and Social Science, Croatia (ORCID: 0000-0002-5925-7244)  \n2 University of Zadar, Department of Pedagogy, Croatia (ORCID: 0009-0002-4105-4323)  \nChildren's drawings are increasingly used as a source of data in qualitative research in education;  \nhowever, their meaning derives not only from their visual characteristics but also from the professional perspective of the person interpreting them. Drawing on the concept of professional vision, this study aimed to examine how experts from different professional backgrounds interpret the same children's drawings and to identify the aspects in which their interpretations converge and those in which they differ. A qualitative study was conducted using semi-structured interviews with 20 experts representing six professional groups (teachers, early childhood educators, educationalists, psychologists, philosophers, and art experts), who independently interpreted four drawings produced by Year 5 and Year 6 primary school pupils without any additional information about the children or the circumstances in which the drawings had been created. The data were analysed using reflexive thematic analysis with combined deductive-inductive coding. The findings indicate that professional background shapes both the elements to which experts pay the greatest attention and the ways in which they attribute meaning to them.  \nTeachers, early childhood educators, and educationalists primarily focused on the educational context and classroom relationships; psychologists on emotional indicators; art experts on the characteristics of visual expression; and philosophers on the limits of interpretation and the importance of dialogue with the child.  \nAt the same time, all professional groups acknowledged the limitations of their own perspectives and emphasised the need for an interdisciplinary approach and the inclusion of additional sources of information, particularly the child's own perspective, when interpreting children's drawings.  \nKeywords: Children's drawings; Interdisciplinarity; Interpretation; Professional vision; Qualitative research; Visual methodology  \nArticle History: Submitted 16 June 2026; Revised 26 August 2026; Accepted 30 August 2026; Published online 4 September 2026  \n1. Introduction  \nScholarly interest in children's drawings dates back to the late nineteenth century and developed alongside the systematic study of childhood (Fabris et al., 2023; Farokhi & Hashemi, 2011) . In educational and developmental research, drawing has been regarded as an important non-verbal medium through which children can communicate experiences, thoughts, and feelings that may be difficult to express fully in words (Fabris et al., 2023; Farokhi & Hashemi, 2011; Prayitno et al., 2024) . During the first half of the twentieth century, a prominent strand of research approached children's drawings from a cognitive-developmental perspective, using characteristics of drawings  \nAddress of Corresponding Author  \nJosipa Jurić, PhD, Poljička cesta 35, 21000 Split, Croatia.  \n [jjuric@ffst.hr](jjuric@ffst.hr)  \nHow to cite: Jurić, J., & Luketić, D. (2026) . Same drawing, different readings: Professional vision and the limits of interpreting visual data in educational research. Journal of Pedagogical Research, 10(3), 173-200. [https://doi.org/10.33902/JPR.202647695](https://doi.org/10.33902/JPR.202647695)  \nCopyright © 2026 by the author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0) .  \nto investigate intellectual development and children's developing conceptions of s","cbCaiuwppbTWyxrW","https://ap.wps.com/l/cbCaiuwppbTWyxrW","pdf",652100,28,"English","# Introduction\n## Conceptual background on children’s drawings\n## Professional vision and interpretation across expertise","[{\"question\":\"What is the main research question of the study?\",\"answer\":\"The study investigates how experts from different professional backgrounds interpret the same children’s drawings, identifying both convergences and divergences in their interpretations.\"},{\"question\":\"How did the researchers collect interpretation data?\",\"answer\":\"They conducted semi-structured interviews with 20 experts representing six professional groups, who independently interpreted four drawings by Year 5 and Year 6 pupils without additional contextual information.\"},{\"question\":\"What do the findings suggest about differences between professional groups?\",\"answer\":\"Professional background shapes where experts focus and how they attribute meaning, with teachers and educators emphasizing educational context, psychologists focusing on emotional indicators, art experts on visual expression, and philosophers on interpretive limits and dialogue with the child.\"}]","Same drawing, different readings - Professional vision and the limits of interpreting visual data in educational research | PDF",71]