“It Requires Interest, Time, Patience and Struggle”: Novice Researchers’ Perspectives on and Experiences of the Qualitative Research Journey

Kalman, Mahmut

doi:10.17583/qre.2019.4483

Cited by 11 publications

(12 citation statements)

References 51 publications

(40 reference statements)

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“…According to McMillan and Schumacher (1993), as cited in (Astalin, 2013), qualitative research is an inductive process that organized the data into categories and identifies the relationships between them. While Aspers and Corte (2019) in (Kalman, 2020) defines that qualitative research as a process that is carried out repeatedly and it leads to improving theresearcher understanding about the phenomenon that happen under the study by making new significant differences so that the result from the researchers are getting closer to it.…”

Section: Methodsmentioning

confidence: 99%

A Study of EFL Students’ Perspective on Ambiguity Tolerance

Kurniasari

Indriani

2021

englie

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This research aims to investigate the EFL students' perspective on ambiguity tolerance. The researcher used a descriptive qualitative approach for this research. To collect the data, the researcher used the Second Language Tolerance of Ambiguity Scale (SLTAS) as the instrument. This research involved 30 students of the 5th semester of Tidar University Magelang as the participant. The result shows that the participants have low ambiguity tolerance in the term reading and listening and more tolerance in speaking and writing.

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Section: Methodsmentioning

confidence: 99%

A Study of EFL Students’ Perspective on Ambiguity Tolerance

Kurniasari

Indriani

2021

englie

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“…More specifically, nurturing a tangible awareness of our personal actions, reactions, tendencies, and triggers are similarly important as the influences of our race, class, gender, and personal and societal privilege, which could be part of a combined positionality and personality awareness (Rose 1997 ; Moser 2008 ). Care, inclusivity, patience, self-awareness and reflexivity in the research process are a few leadership traits, especially for inter- and transdisciplinary researchers, that have only begun to be discussed and promoted (Cockburn et al 2016 ; Knaggård et al 2018 ; Kalman 2019 ; Fam et al 2020 ; Care et al 2021 ; Morss et al 2021 ). Researchers should therefore should not only consider their positionality in the transdisciplinary process; they should also reflect on their own personality characteristics and how these together can be displayed and perceived by others in multiple roles, situations, and conditions.…”

Section: Considerations and Recommendationsmentioning

confidence: 99%

Getting personal with collaborative sustainability experimentation: Reflections and recommendations from a transdisciplinary partnership with the Swedish craft beer sector

Ness

Wahl

2022

Ambio

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This paper provides reflections on transdisciplinary knowledge coproduction and experimentation processes from sustainability researcher perspectives. It centers on a 5-year period of collaborative research with small- and medium-sized enterprises in an Urban Living Lab in the Swedish craft beer sector. Nine reflections cover a variety of issues and potentials encountered during numerous interactions with societal partners, and are structured by three levels: organizational, interpersonal and intrapersonal. Based on the reflections, authors then propose a set of seven considerations and recommendations for how to more effectively collaborate in such transdisciplinary constellations. The recommendations apply across the three levels, and describe an approach to collaborative research that asks the researcher to be open, transparent, self-aware and intentional, reflective and reflexive, and both adaptive and flexible. Furthermore, they aim to create soft structures to facilitate understanding and mutual learning, such as designating “organizational champions”, as well as to embed collaborative reflections into recurring meetings with partners to maintain trust and capture sustainability knock-on opportunities as they arise.

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“…So, the challenge remains, that is, to make research relevant for the students (Banevi ci ut_ e and Kudinovien_ e, 2017) since they lack the knowledge and training to do research (Chow et al, 2015;Glanz, 2003). Kalman (2019) concluded in his study that the research process was highly demanding for the novice researchers.…”

Section: Research Questionsmentioning

confidence: 99%

“Real-world:” preservice teachers' research competence and research difficulties in action research

Toquero

2020

JARHE

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Purpose The purpose of this study is to provide an analysis of the teacher education program focused on the development of the research competence of the preservice teachers, difficulties they encountered in conducting action research and the need to provide them with realistic research opportunities. Design/methodology/approach This qualitative study made use of data sources taken from observations, feedback sessions, presentations and follow-up written interview of 133 randomly selected preservice teachers. Findings Findings reported that the multicultural preservice teachers have novice research skills and that the real-world application of their research skills developed their research competence. However, they encountered difficulties creating their action research, such as in the literature review and the research conceptualization. Research limitations/implications Aside from the self-reported experiences of the students, the training on the action research mainly focused on the conceptualization, design formulation of interventions and proposal writing stage but were not implemented due to course constraints. Practical implications This study can assist policymakers to integrate a mandatory research course as part of the curricular offerings and for the university to create space for students to practice their research skills based on real-life problems in the basic level institutions. Social implications Understanding the challenges, difficulties, and basic competence in the research development of the preservice teachers would strengthen the research practice of the future teachers for evidence-based teaching in the schools. Originality/value The limited literature focus on the development of research competence on teacher education students using action research, including the difficulties that university students experience in doing research based on a societal context.

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“It Requires Interest, Time, Patience and Struggle”: Novice Researchers’ Perspectives on and Experiences of the Qualitative Research Journey

Cited by 11 publications

References 51 publications

A Study of EFL Students’ Perspective on Ambiguity Tolerance

A Study of EFL Students’ Perspective on Ambiguity Tolerance

Getting personal with collaborative sustainability experimentation: Reflections and recommendations from a transdisciplinary partnership with the Swedish craft beer sector

“Real-world:” preservice teachers' research competence and research difficulties in action research

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