Critical Reflection on Research in Teaching and Learning

Rédacteurs en chef Nancy E. Fenton and Whitney Ross
In Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens.

Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.

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Nancy Fenton, Ph.D. (2006), Brock University, is Associate Director, Research with the Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching at McMaster University. She recently co-edited Practicing Qualitative Methods in Health Geographies (Routledge, 2016) and has published in education and health policy.

Whitney Ross, M.A. (2012), is an Educational Developer specializing in Inclusivity and Culturally Responsive Teaching at the Centre for Academic Excellence at Niagara College.
List of Figures and Tables
Notes on Contributors

1 Critical Reflection on Research on Teaching and Learning
Whitney Ross and Nancy E. Fenton

PART 1: Critical Explorations through Visual Media

2 Photo-Elicitation: A Powerful and Challenging Strategy for Exploration and Enhancement of Education
Narelle Patton
3 Educating Reflective Practitioners through Video-Elicited Reflection
Minna Körkkö, Outi Kyrö-Ämmälä and Suvi Lakkala
4 Understanding Educational Leadership through Network Analysis: A Critical Reflection on Using Social Network Analysis in a Mixed Methods Study
Cherie Woolmer and Jee Su Suh

PART 2: Critical Explorations through Affect, Voice, and Power Relationships

5 Using Poetic Re-Presentation to Study Trust in Higher Education
Candace D. Bloomquist and Kim West
6 Narratives of Embodied Practice: Using Portraiture to Study Leadership
Jessica Raffoul, Beverley Hamilton and David Andrews
7 Complexity, Negotiations, and Processes: A Longitudinal Qualitative, Narrative Approach to Young People’s Transition to and from University
Henriette Tolstrup Holmegaard

Part 3: Clinical Explorations through Dialogue, Collaboration, and Ethics

8 Participatory Action Research: Navigating Nuances
Nicola Simmons
9 Making Learning Visible: Research Methods to Uncover Learning Processes
Klodiana Kolomitro, Corinne Laverty, Elizabeth A. Lee
10 Reflecting on Messy Practice: Action Research on Peer Review of Teaching
Agnes Bosanquet and Rod Lane
11 Concluding Comments
Nancy E. Fenton and Whitney Ross

This collection will appeal to university instructors teaching research methodology courses to students in education and related social science disciplines, and all instructors and researchers interested in conducting research on teaching and learning in different disciplinary contexts.