When Research Content Reflects Research Process ‐ Unexpected But Welcomed Symmetries
Bibliographic Data
| ID | 12645643 |
|---|---|
| Authors | Glyn Thomas (0000-0001-9556-5255, La Trobe University, corresponding author) |
| Year | 2008 |
| Volume | 8 |
| Issue | 2 |
| Pages | 2-13 |
| Publication date | 2008-08-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1443-9883 • E-ISSN: 1448-0980 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.3316/qrj0802002 |
| OpenAlex | W2107904355 |
| Language | EN |
| References cited | 13 |
Descriptions of research conducted within the interpretive research paradigm do not always capture its messy and unpredictable nature. The naturalistic inquiry described in this paper attempts to provide a candid account of some of the challenges encountered in such research. Interestingly, many of those challenges were consistent with the challenges associated with the process of learning to be a facilitator, which was the focus of my study. The study sought to describe the theories and practices of facilitator educators preparing facilitators to work in community organisations, training or education contexts, and business management settings. Following a brief description of the methodology and methods of the study, some of the unexpected symmetries between learning to be a facilitator and conducting interpretivist research are discussed. These included the need for selfawareness, practising intentionality, and managing conflicting roles. The strategies I used to respond to the research challenges I describe are also discussed and I encourage others to reflect on, and share, the trials and tribulations encountered during their research
Engineering ethics · Epistemology · Facilitator · Intentionality · Naturalistic observation · Political science · Process (computing · Public relations · Qualitative research · Social science · Sociology · Computer Science · Education Practices and Challenges · Organizational Learning and Leadership · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|