Shared Journaling as Peer Support in Teaching Qualitative Research Methods
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Date
2012
Authors
Humble, Áine M.
Sharp, Elizabeth
Journal Title
Journal ISSN
Volume Title
Publisher
The Qualitative Report
Abstract
Teaching qualitative research methods (QRM), particularly early on in
one’s academic career, can be challenging. This paper describes shared
peer journaling as one way in which to cope with challenges such as
complex debates in the field and student resistance to interpretive
paradigms. Literature on teaching QRM and the pedagogical value of
journaling for metacognition are reviewed. The two authors describe key
points about their teaching contexts and then demonstrate with journal
excerpts how they developed (a) clarity, (b) confidence, and (c) connection
through two years of co-creating their journal. The article concludes with
recommendations for shared journal writing as well as ways to extend it.
Description
Keywords
Journaling , Metacognition , Qualitative methods , Pedagogy , Teaching
Citation
Humble, A. M., & Sharp, E. (2012). Shared journaling as a resource for teaching qualitative methods. The Qualitative Report, 17, 1-19 (Article 96). Available at https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1703&context=tqr