TY - JOUR
T1 - Reflection-on-action in qualitative research: A critical self-appraisal rubric for deconstructing research
T2 - A critical self-appraisal rubric for deconstructing research
AU - Murphy, Timothy
AU - Stynes, Martin
AU - McNamara, Gerry
AU - O’Hara, Joe
N1 - Publisher Copyright:
© 2018, Western Australian Institute for Educational Research Inc. All rights reserved.
PY - 2018
Y1 - 2018
N2 - In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university program where students engaged in directed experiential learning in group-integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper offers an example of our own work, an honest self-appraisal, a rubric for readers’ consideration and a discussion that adds to the perpetual flux of knowledge work.
AB - In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university program where students engaged in directed experiential learning in group-integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper offers an example of our own work, an honest self-appraisal, a rubric for readers’ consideration and a discussion that adds to the perpetual flux of knowledge work.
UR - http://www.scopus.com/inward/record.url?scp=85041622641&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85041622641
SN - 0313-7155
VL - 28
SP - 153
EP - 167
JO - Issues in Educational Research
JF - Issues in Educational Research
IS - 1
ER -