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I begin my chapter by observing, at its essence, qualitative research is the science and art of learning about others as we learn about ourselves. By extending this position of research as learning, I ask readers to embrace how they could teach as qualitative researchers research and create learning environments conducive to qualitative research students learning as qualitative researchers learn. Keeping with the focus of this book, I propose engaging our students in socially constructed qualitative research pedagogies is an excellent way to teach students qualitative research in a manner and with a theoretical perspective consistent with how we as qualitative researchers practice our craft. After presenting my own personal journey as a qualitative researcher and educator, I review the current research on teaching and learning qualitative research noting the evidence suggests to help students become competent qualitative researchers, we as teachers must effectively (and humanely) engage our students in qualitative research practices early and often in the learning process. I offer some socially constructed ways to engage students in learning qualitative research while reminding readers the simplest way for us to embrace a learner-centered qualitative research pedagogy is for us to act as learners ourselves along with our students. I conclude with a section entitled, “How to Read This Book,” in which I encourage readers to approach reading the book like a qualitative researcher embarking on a new discovery who remains open, curious, reflective, and turns learning into meaningful action.

In: Engaging Students in Socially Constructed Qualitative Research Pedagogies
This volume is an innovative, practical contribution to the developing field of qualitative research pedagogy. It is also applicable more broadly to the active teaching in higher education. Based upon constructionist tenets, this book contains three parts that offer strategies and approaches to actively engage students in qualitative inquiry. Chapter authors with roots in six countries (United States, Lithuania, Canada, Israel, China and Russia) offer practical and creative strategies and theoretical foundations for engaging students in active learning of research. The book will be of interest for instructors who wish to enhance their pedagogy and creativity in teaching, and for students who will appreciate the inclusion of students’ assignments and authentic scenarios through which instructors support students in student learning and doing of qualitative research.
In: Engaging Students in Socially Constructed Qualitative Research Pedagogies
In: Engaging Students in Socially Constructed Qualitative Research Pedagogies
In: Engaging Students in Socially Constructed Qualitative Research Pedagogies