pdc14: diverse pedagogical practices and conceptual considerations for developing and teaching...
TRANSCRIPT
PDC14: Diverse pedagogical practices and conceptual
considerations for developing and teaching qualitative
research methods coursesInstructors:
Ron Chenail, Nova Southeastern Mirka Koro-Ljungberg, University of Florida
Jan Nespor, Ohio State University
Purpose of this mini-coursePurpose of this mini-course is to provide
some suggestions and possible guidance for attendees regarding how to develop and teach introductory and advanced qualitative methods courses
It is important to note that examples presented here today represent only a fragment of diverse pedagogical practices and instructional preferences and priorities
Learning objectivesto increase knowledge about diverse materials suitable
for both introductory and advanced qualitative methods courses
to understand diverse challenges such as students’ diverse backgrounds and interests, diversity of the field, integration of practice and theory and some solutions to these challenges when teaching qualitative methods courses
to review a set of resources and materials that attendees can draw from when designing their own courses
to receive feedback from peers and facilitator regarding attendee’s own course materials
Today’s activitiesPresentation : course sequencing and course content (25 minutes)Discussion (10 minutes)Presentation : assignments and activities (25 minutes)Discussion (10 minutes)Working session: participants will discuss their own course
sequencing, content, assignments, and classroom activities in small groups. Peer feedback. (20 minutes)
Break (15 minutes)Presentation: evaluation (25 minutes)Discussion (10 minutes)Presentation: readings and other class materials. (30 minutes)Discussion (10 minutes)Working session (20 minutes)Concluding discussion led by the organizers to address some general
challenges and promises related to how to create/facilitate/nourish a community of qualitative scholars that builds on multiple ways of knowing. Exchange of materials and network building (30 minutes)
Why does teaching QR merit more attention? Many instructors are asked to teach QR
without ‘sufficient’ preparationDiversity within QR- curriculum issuesShifts in thinking about science and research
–different vocabularies Work against assumptions related to the
over-simplification of qualitative research and notions of ‘everybody can do QR intuitively’
Researcher as an instrument
Pedagogical considerationMastery – introduction/beginningDiversity – singularity of epistemologies,
methodologies, and methods ‘Step-by-step’ approaches- creative and
open-ended/deconstructive applicationsTheory -practiceService –expertise functionInstructor-institutional characteristicsResources (i.e. time, assistance, technology)
Special thanks to the following instructors for sharing their syllabi in preparation for this presentationDr. Kakali Bhattacharya, Texas A & MDr. Alecia Jackson, Appalachian State
UniversityDr. Aaron Kuntz, University of AlabamaDr. Patti Lather, Ohio State UniversityDrs. Rachel Holmes, John Schostak, Harry
Torrance, Maggie MacLure, Manchester Metropolitan University
Examples of classroom assignments and activities
Participants: An individual In personA group OnlineA pair (student pairs, teacher-
student pair)Focus: Creative exercise i.e. data
representationTheoretical considerations Introduction to a topic/ explorationInquiry/research practice Critical reading, writing
Evaluation: Instructor gradedSelf evaluationPeer reviewNot graded
Graded assignments across some example institutions
Assignment type
Assignment Level Due
Journal Reflection journal Advanced Mid term
Weekly analytic memos Advanced Throughout
Web site postings Advanced Throughout
Theory statement Intro Varies
Report Research project report I + A End of term
Literature review I + A Mid term
Qualitative research podcast (including picture, voice, video)
Intro Varies
Draft Journal article draft Advanced End of term
Dissertation chapter draft Advanced End of term
Assignment type
Assignment Level Due
Performance
Theater or poetic reading of data
Advanced End of term
Subjectivity performance
Intro Beginning of term
Discussion Literature discussion Intro Mid term
Group discussion facilitation
Intro Varies
Portfolio Writing assignment portfolio
Advanced Throughout
Contract Learning contract Advanced Beginning and mid term
Exams Mid term and final exams
Intro Mid and end term
Assumptions that guide my choices of assignments
Create assignments that can facilitate/nourish a community of learners that builds on multiple ways of knowing, co-construction of knowledge, and that respects diversity (of theoretical perspectives, epistemologies, subjectivities, methods, interpretations, genres etc)
Vary assignments so that they highlight qualitative research as theoretical, methodological, political, and personal
Create space for ‘not-knowing’, re/de-reading, and re/de-conceptualizing
Encourage openness and diversity Encourage to see beyond visible and to “theorize the
outliers” (Fine, 2007)Educate/mentor researchers
Consider assignments that deal with ambiguity, uncertainty, circularity, lack of closure associated with many qualitative approaches
No one class is identical to another- variety of activitiesBeing reactive to students’ needs- adjustment of lesson
plansConsider activities that prepare students for research
careers (or for other institutional focus if not research)Be flexible- enable students to tailor assignments to
their needs i.e. by selecting focus, data sources, references, format, and/or media
Promote activation and provocation Consider available resources –assignment economy
Activity plan: Intro: Interview IIActivity Goal Time
*
All Questions from last class and today’s readings
Discuss, reflect, and clarify, critical reading
~10 min
Small group
Creation of semi-structured interview questions (related to class project )
Theory into practice 20-30 min
Feedback on created questions
Peer review and revision
10-15 min
Pair Practice interviewing (both sides)
Theory into practice 20-30 min
All Discussion on occurred interviews
Reflection and improvement suggestions
10-15 min
Teacher led
Lecture on transcription (including examples and equipment)
Information sharing and exemplification
10-15 min
Activity plan: Collection: MappingActivity Goal Time
*
One student or a group of students
Presentation about mapping * and activities
Introduce the topic, share examples located by students, practice
~60 min
Small group
Focused discussion and exploration of one type of mapping 1) ecomap, 2) city map, 3) daily timeline
Theoretical discussion, exploration of main concepts, critical reading
~20-30 min
Plan and design an activity for other group regarding a type of mapping (situated within a RQ and data collection plan, use student data)
Gaining deeper understanding about the method and its application
20-30 min
Exchange activities and carry them out
Theory into practice 30-45 min
All Discussion about occurred exercises and today’s readings and materials
Reflection and improvement suggestions
10-15 min
Activity plan: Analysis: Phenomenology IIActivity Goal Time
*
All Questions from last class and today’s readings
Discuss, reflect, and clarify, encourage critical reading
15-20 min
All Term/process clarifications: write 2 puzzling terms/process aspects, exchange papers with peers, provide responses, share with class
Elaboration and clarification of main concepts and central ideas
30-45 min
Pair Articulate your understandings of phenomenological analysis process, use examples from data. Write as you go.
Theory into practice, individual insights and applications
30-45 min
Pair Practice imaginative variation, textural and structural description at individual and collective levels (with own data)
Theory into practice ~60 min
All Discussion about occurred exercises and today’s materials
Reflection and improvement suggestions
10-15 min
Research project assignmentCreate a research question and purpose statement. Conduct
in-depth and thorough data analysis of your data. Keep detailed memos during the analysis process. Write a report (5-10 pages, double paged, excluding APA references, [cite appropriately throughout your report]) describing your analysis process in detail and your main findings. This analysis report could include:brief literature review about your data analysis methoddescription of analysis process and illustrative examples of
different stages of the process findings and data story (data representation)critical discussion about different limitations and strengths of
your analysis and findingsyour reflections on methodological lessons learned and how
this process enabled you to meet your learning goals (or not)
Differences in activities Intro course Advanced course
Activity types
More guided activities, modeling, introductions to peer review, constructive criticism , and support groups
More independent activities, peer reviews and feedback, activities that require broader knowledge base and deeper synthesis
Focus Shared focus with some individualization (e.g. shared research project)
Greater degree of individualization and tailoring
Mentoring In groups Individually
Professional goals
Introduction, understanding, getting involved, respect
Dissemination of knowledge, career preparation , expertise
Some examples of students’ favorite activities
Support and discussion groupsReflection journals Lectures and guest speakersQuestion- answer sessionsData exercises Debates Performances Activities involving peer and instructor
feedback
Food for thought Avoiding binary thinking e.g. qualitative- quantitative,
theory-practice, insider-outsiderEstablishing passionate approach to teaching and researchPracticing critical scholarshipUsing various examples (e.g. articles, studies, visuals,
artifacts) from diverse contexts and various fields to practice and reflect on different aspects of research process
Defining common terms and asking students to use them in class and in their assignments (dictionaries)
Encouraging students to publish and present their work – modeling/mentoring
Revising assignments based on students’ feedbackContinuing learning and exploration after the class (support,
reading, writing groups, and other different forms of mentoring)