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Cover; Half Title Page; Title Page; Copyright; Preface; Contents; 1. What Does It Mean to Teach Qualitative Research?; Why Is It Imperative That We Build a Pedagogical Culture around Preparing the Next Generation of Qualitative Researchers?; What Does It Mean to "Teach" Qualitative Research?; Introduction to the Debates, Discourses, and Complexities Inherent in Teaching Research; Different Fields and the Issues in Common for Teaching Qualitative Research; Teaching Qualitative Research in Quantitative Times; Institutional Arrangements and Politics; Chapter Summary
2. So You've Been Asked to Teach a Qualitative Research Course: Socialization and the Qualitative ResearcherCourse Design Principles, Processes, and Taxonomies; Design Principles of Courses and Understanding the Learner; Approaches to Teaching Qualitative Research; Should Qualitative Research Be Taught within Single Disciplines or Should a Cross-Disciplinary Approach Be Advocated?; Why Teach Critically?: What Other Approaches Are Possible?; General Course Design Principles; Knowing the Learner: Countering and Working with the Resistant Learner; Inviting Students into a Community of Learning
Reflection or Reflective PracticesFaculty Reflective Journal Exercise 2.1. Prior to Teaching the Course; Faculty Reflective Journal Exercise 2.2. Planning to Teach; Faculty Reflective Journal Exercise 2.3. Thinking about Teaching; Chapter Summary; Sample Syllabi Templates (Face-to-Face, Workshop and Studio Based, Online); Example 1. Some elements included in a syllabus for a face-to-face, theory-driven approach to an introduction to qualitative inquiry.
Example 2. Some elements included in a syllabus using workshop and studio pedagogies for a face-to-face graduate seminar on ethnography and education.Example 3. Some elements included in a syllabus for an online introduction to a qualitative inquiry course.; 3. It's Never Too Early to Start "Thinking Qualitatively"; Using a Holistic Approach to Thinking Pedagogically about Teaching Qualitative Research; What Is a Holistic Pedagogy?: And Why Is It Needed?; Key Characteristics of Holistic Pedagogy for Teaching Qualitative Research; What Does It Mean to Think Qualitatively?
Teaching Qualitative Thinking through Experiential LearningClassroom Exercise 3.1. Grocery Store; Classroom Exercise 3.2. The Outsider; Teaching Qualitative Thinking through Dialogue; Classroom Exercise 3.3. 20 Questions; Facilitating Students to Ask Qualitative Questions; Example of Qualitative Thinking Leading to Research from Sidewalk; Example of Qualitative Thinking Leading to Research from Bad Boys; Reflexive Thinking for Qualitative Research Topics; Classroom Exercise 3.4. Brainstorming Qualitative Research Topics; How to Ask a Qualitative Research Question
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