Modeling Reflexivity when Teaching Qualitative Research Online
Location
Preston 1
Session Format
Presentation
Abstract
In qualitative research, the researcher is the instrument. Data collection, data analysis, and data representation are filtered through the researcher in an intimate way. Thus, researcher reflexivity is essential from the beginning to the end of the research project. Reflexivity occurs when a researcher deeply examines and engages with their subjectivities, positionality, and actions to understand how they played a role in each phase of the research project. When teaching qualitative research, instructors must take the importance of reflexivity into account and teach reflexive practice to their students. To us, this is not just providing guidance on what reflexivity is or how to do it in research, but to model reflexive practice to our students. The authors teach qualitative research to doctoral students in an entirely online format. In this paper, we discuss how we model reflexive practice through teaching and engagement with our students. We consider our approach and how this is consistent with or different from the training we received in our own graduate programs. We end with a consideration of the importance of reflexivity for researchers, professors, and methodologists and what the outcomes of high-quality reflexive practice can be for qualitative research projects.
Keywords
reflexivity, subjectivity, teaching, qualitative research, online learning
Professional Bio
Elizabeth M. Pope, PhD, MA, is the Interim Director of Research Compliance and an Associate Professor in the Educational Research program. Dr. Pope holds degrees in religion, with a specialization in Islam, a PhD in adult education, and the Interdisciplinary Qualitative Studies certificate from the University of Georgia. She is a qualitative research specialist. Dr. Pope's research interests lie in adult learning in interfaith encounters, transformative learning, teaching and learning research methods, and reflexivity in qualitative research. As a qualitative methodologist, she is interested in using digital technologies in qualitative research, qualitative meta-syntheses, and conversation/ethnomethodological analysis of interfaith conversations.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Pope, Elizabeth M. and Simon, Marsha, "Modeling Reflexivity when Teaching Qualitative Research Online" (2024). Georgia Educational Research Association Conference. 20.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/20
Modeling Reflexivity when Teaching Qualitative Research Online
Preston 1
In qualitative research, the researcher is the instrument. Data collection, data analysis, and data representation are filtered through the researcher in an intimate way. Thus, researcher reflexivity is essential from the beginning to the end of the research project. Reflexivity occurs when a researcher deeply examines and engages with their subjectivities, positionality, and actions to understand how they played a role in each phase of the research project. When teaching qualitative research, instructors must take the importance of reflexivity into account and teach reflexive practice to their students. To us, this is not just providing guidance on what reflexivity is or how to do it in research, but to model reflexive practice to our students. The authors teach qualitative research to doctoral students in an entirely online format. In this paper, we discuss how we model reflexive practice through teaching and engagement with our students. We consider our approach and how this is consistent with or different from the training we received in our own graduate programs. We end with a consideration of the importance of reflexivity for researchers, professors, and methodologists and what the outcomes of high-quality reflexive practice can be for qualitative research projects.
