Qualitative Doctoral Research in Educational Settings: Reflecting on Meaningful Encounters

Autor/inn/en	Pieridou, Myria; Kambouri-Danos, Maria
Titel	Qualitative Doctoral Research in Educational Settings: Reflecting on Meaningful Encounters
Quelle	In: International Journal of Evaluation and Research in Education, 9 (2020) 1, S.21-31 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Qualitative Research; Doctoral Programs; Doctoral Students; Student Research; Research Methodology; Barriers; Educational Research; Reflection; Professional Identity; Foreign Countries; Inclusion; Teaching Methods; Teacher Competencies; Student Attitudes; Science Instruction; Preschool Teachers; United Kingdom; Cyprus + Suchen Sie Ihr Suchwort? Qualitative Forschung; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studentenforschung; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Ausland; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Großbritannien; Zypern
Abstract	In qualitative doctoral research the methodological approach, and the research design are extremely important when ensuring the rigorousness of the work. This is particularly significant for all researchers, and even more for doctoral students who are still developing their research and analytical skills. This paper aims to support doctoral students in their research journey by highlighting some of the tensions involved in conducting qualitative research by unpicking the experiences of two doctoral students to learn from the concerns, questions and reflections on the use of qualitative methodology in their doctoral research projects. The findings reveal challenges and insights with regards to reflection, educational research and the developing identity of being a researcher. The paper discusses these reflections to support and guide doctoral students as early career researchers when planning and conducting qualitative research in educational settings. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01