Fostering Reflection and Reflexivity in Teaching Qualitative Inquiry
Location
1052
Format Type
Event
Format Type
Panel
Start Date
January 2019
End Date
January 2019
Abstract
Focusing on the experiences of learning and teaching qualitative inquiry, this panel engages with how novice researchers begin to engage in reflexive ways with qualitative inquiry and strategies to assist with this process. The session will include three papers:
The first panelist will present preliminary findings from a study of doctoral students’ descriptions of thee ways in which they developed an integral working relationship with a qualitative research tradition in which they might situate their research.
The second paper outlines an approach to fostering ethical reflexivity in the teaching of qualitative research methods using tools drawn from ethnomethodology and conversation analysis. Students are encouraged to make the particulars of interview interaction visible to learn about themselves and others, and are challenged to trace the roles they play in producing data for the social sciences.
The third paper focuses on teaching qualitative methods and methodologies to Masters in Public Health (MPH) students, and discusses pedagogical challenges. In this paper, I utilize a phenomenological approach to explore MPH students' experiences studying qualitative research methods. I also reflect on my evolving efforts to help MPH students negotiate the gap between the premises of qualitative and quantitative research methodologies.
Keywords
teaching qualitative research methods; reflexivity; theoretical frameworks; students' learnin experiences
Paper abstracts for panel
Fostering Reflection and Reflexivity in Teaching Qualitative Inquiry
1052
Focusing on the experiences of learning and teaching qualitative inquiry, this panel engages with how novice researchers begin to engage in reflexive ways with qualitative inquiry and strategies to assist with this process. The session will include three papers:
The first panelist will present preliminary findings from a study of doctoral students’ descriptions of thee ways in which they developed an integral working relationship with a qualitative research tradition in which they might situate their research.
The second paper outlines an approach to fostering ethical reflexivity in the teaching of qualitative research methods using tools drawn from ethnomethodology and conversation analysis. Students are encouraged to make the particulars of interview interaction visible to learn about themselves and others, and are challenged to trace the roles they play in producing data for the social sciences.
The third paper focuses on teaching qualitative methods and methodologies to Masters in Public Health (MPH) students, and discusses pedagogical challenges. In this paper, I utilize a phenomenological approach to explore MPH students' experiences studying qualitative research methods. I also reflect on my evolving efforts to help MPH students negotiate the gap between the premises of qualitative and quantitative research methodologies.
Comments
Each paper will be presented (12 minutes each) followed by audience discussion