Abstract
Students who are new to qualitative research methods tend to struggle with a handful of key concepts. This chapter consists of some of my reflections regarding teaching introductory qualitative research methods courses for graduate students from a variety of fields. I detail the major challenges I have seen students struggle with in these classes, namely truth and objectivity, generalizability or lack thereof, positionality, and ambiguity. I interweave my perspectives about these challenges and hopefully provide some useful wisdom for students to take away.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. New York, NY: Sage.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Hoboken, NJ: John Wiley & Sons.
Patel, L. (2015). Decolonizing educational research: From ownership to answerability. New York, NY: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Locke, L.A. (2019). Typical Areas of Confusion for Students New to Qualitative Research. In: Strunk, K.K., Locke, L.A. (eds) Research Methods for Social Justice and Equity in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-05900-2_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-05900-2_10
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-05899-9
Online ISBN: 978-3-030-05900-2
eBook Packages: EducationEducation (R0)