Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 24 > No. 4 (2019)
Using Cognitive Apprenticeship to Enculturate New Students into a Qualitative Research
Acquiring and mastering research skills is essential for doctoral students preparing for a future in academia or research-focused positions. However, they are among the most difficult to teach, and significant practice and enculturation is necessary to attain proficiency. The subjective nature of qualitative analysis often leads students to doubt their own abilities. This paper describes how cognitive apprenticeship was paired with Lincoln and Guba’s Constant Comparative Method for Naturalistic Inquiry, using a hands-on, physical card sort approach to mentor a novice qualitative researcher. Steps followed are discussed in detail, and voices of both the mentor and mentee are shared.
Cognitive Apprenticeship, Doctoral Preparation, Mentorship, Naturalistic Inquiry, Card Sort
We would like to acknowledge the Purdue Research Foundation for funding our work on this project.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Exter, M. E., & Ashby, I. (2019). Using Cognitive Apprenticeship to Enculturate New Students into a Qualitative Research. The Qualitative Report, 24(4), 873-886. https://doi.org/10.46743/2160-3715/2019.3879
Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Scholarship of Teaching and Learning Commons