Learner-Centered, Sociocontructivist, Qualitative Research Pedagogy: Recognizing Students as Active Participants in their Own Learning
Format Type
Plenary
Format Type
Workshop
Start Date
12-1-2021 2:30 PM
End Date
12-1-2021 3:20 PM
Abstract
Most literature on teaching qualitative research remains at the level of descriptions of teaching philosophies, course content, and teachers’ experiences. There is not yet a pedagogical culture around research methodology … and little evidence of a research-based approach to teaching qualitative research (Wagner, Kawulich, & Garner, 2019). To advance this stasis in qualitative teaching methods, in this Workshop attendees will learn approaches in which the teacher functions as a facilitator who coaches, mediates, prompts, and provides opportunities for students to develop and reflect upon their understandings. In this interactive teaching style students expand their knowledge through individual cognition and also through interaction and collaboration with others. Thus, pedagogy is not offered through transmission of facts, but rather, embraces a collaborative nature of learning and is perceived as an active process, where knowledge is constructed, not acquired by individuals in interaction (See Bruner, 2009; Dewey 1933, 1998; Mascolo & Fisher, 2005; Piaget, 1972; Richards & Wolf, 2019-2020; Vygotsky, 1978).
Attendees will briefly explore tenets of constructivism, socioconstructivist and sociocultural theories that undergird learner-centered qualitative research pedagogies. And learn pedagogical practices from instructors of qualitative research methods. The instructors will offer strategies and approaches they have developed to engage students in active ways of learning that promote students owning qualitative research practices. Instructors will offer these lessons not as a script for session attendees to follow, but as inspirational ideas based on theory with potential for attendees to extend, or alter the lessons to fit their teaching context and learners’ instructional needs.
Learning Outcomes
1-Attendees will learn about a current genesis toward active student participation and collaboration in qualitative methods classrooms;
2 -Attendees will learn how instructors of qualitative research can plan and work collaboratively with students, encouraging and guiding them through various facets of doing qualitative research;
3 - Attendees will learn tenets of constructivism, social constructivist, and sociocultural pedagogical practices that support students as they (a) conceptualize a qualitative study, (b) recognize how their epistemological world views impact all phases of their qualitative inquiries, (c) discern the differences among qualitative research approaches; (d) develop reflexivity, (e) contemplate data analysis approaches, and (f) involve students in constructing knowledge through collaborative interactions.
Keywords
active participation, qualitative pedagogical practices, knowledge construction, teacher-as-coach
Learner-Centered, Sociocontructivist, Qualitative Research Pedagogy: Recognizing Students as Active Participants in their Own Learning
Most literature on teaching qualitative research remains at the level of descriptions of teaching philosophies, course content, and teachers’ experiences. There is not yet a pedagogical culture around research methodology … and little evidence of a research-based approach to teaching qualitative research (Wagner, Kawulich, & Garner, 2019). To advance this stasis in qualitative teaching methods, in this Workshop attendees will learn approaches in which the teacher functions as a facilitator who coaches, mediates, prompts, and provides opportunities for students to develop and reflect upon their understandings. In this interactive teaching style students expand their knowledge through individual cognition and also through interaction and collaboration with others. Thus, pedagogy is not offered through transmission of facts, but rather, embraces a collaborative nature of learning and is perceived as an active process, where knowledge is constructed, not acquired by individuals in interaction (See Bruner, 2009; Dewey 1933, 1998; Mascolo & Fisher, 2005; Piaget, 1972; Richards & Wolf, 2019-2020; Vygotsky, 1978).
Attendees will briefly explore tenets of constructivism, socioconstructivist and sociocultural theories that undergird learner-centered qualitative research pedagogies. And learn pedagogical practices from instructors of qualitative research methods. The instructors will offer strategies and approaches they have developed to engage students in active ways of learning that promote students owning qualitative research practices. Instructors will offer these lessons not as a script for session attendees to follow, but as inspirational ideas based on theory with potential for attendees to extend, or alter the lessons to fit their teaching context and learners’ instructional needs.
Learning Outcomes
1-Attendees will learn about a current genesis toward active student participation and collaboration in qualitative methods classrooms;
2 -Attendees will learn how instructors of qualitative research can plan and work collaboratively with students, encouraging and guiding them through various facets of doing qualitative research;
3 - Attendees will learn tenets of constructivism, social constructivist, and sociocultural pedagogical practices that support students as they (a) conceptualize a qualitative study, (b) recognize how their epistemological world views impact all phases of their qualitative inquiries, (c) discern the differences among qualitative research approaches; (d) develop reflexivity, (e) contemplate data analysis approaches, and (f) involve students in constructing knowledge through collaborative interactions.