Teaching qualitative research methods: An early career teacher's experiences in higher education

Gordon, Kim (2017) Teaching qualitative research methods: An early career teacher's experiences in higher education. In: Unspecified. (Accepted for Publication)

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Purpose: A prospective study of teaching approach and challenges of presenting qualitative psychological methods to students in a Higher Education setting. A closer analysis of the perception of teaching a required method to students who may resist the validity of the method will be explored.

Background: Providing a reflexive approach to research into the challenges faced by an early career HE psychology teacher, aids in the professional development of tailored and effective support for and one’s teaching practice. Applying a sense-making approach to the practice of education and its delivery, plays a significant role in the inclusion and acceptance of post-structuralist approaches to research inquiry in a higher education setting.

Methods: Personal reflection artefacts, peer observation, and verbal in vivo feedback from peers will be collected and analysed. A review of the data will be conducted over the course of the first teaching term.

Findings & Conclusions: Tentative findings may suggest that the teaching experience is not accessible via psychometric measures alone. Reflections on the approach to teaching, can provide valuable detail about a teachers’ experiences of marketing the method, academic isolation, and support needs.

Item Type: Conference or Workshop Item (Poster)
Faculty / Department: Faculty of Science > Psychology
Depositing User: KIM GORDON
Date Deposited: 01 Jun 2017 13:21
Last Modified: 01 Jun 2017 13:21
URI: https://hira.hope.ac.uk/id/eprint/1997

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