Shared Journaling as Peer Support in Teaching Qualitative Research Methods

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dc.contributor.authorHumble, Áine M.
dc.contributor.authorSharp, Elizabeth
dc.date.accessioned2019-08-02T12:56:33Z
dc.date.available2019-08-02T12:56:33Z
dc.date.issued2012
dc.description.abstractTeaching 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.en_US
dc.format.availabilityFull-texten_US
dc.identifier.citationHumble, 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=tqren_US
dc.identifier.urihttps://hdl.handle.net/10587/1970
dc.language.isoenen_US
dc.publisherThe Qualitative Reporten_US
dc.subjectJournalingen_US
dc.subjectMetacognitionen_US
dc.subjectQualitative methodsen_US
dc.subjectPedagogyen_US
dc.subjectTeachingen_US
dc.titleShared Journaling as Peer Support in Teaching Qualitative Research Methodsen_US
dc.typeArticleen_US
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