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This paper highlights what psychoanalysis can add to discussions of reflexivity, by specifically describing how reflexivity is conceptualized and fostered on psychoanalytic observation methods courses at the Tavistock Clinic, London. It is demonstrated that this psychological form of reflexivity is relevant to empirical and conceptual work and shown that it shares interesting parallels with debates about reflexivity in social research methods, while also being able to contribute to discussions of what constitutes reflexivity and what kinds of methods course might facilitate it. Reflexivity is often discussed in relation to a researcher’s empirical work, but this paper argues that reflexivity is equally needed in relation to the academic context in which most research and learning takes place. This paper demonstrates how psychoanalytic approaches to learning stimulate a reflexive relation to empirical and conceptual work and it provides examples of reflexivity from a two‐year infant observation and a research project on romantic love (involving conceptual and biographical research). [ABSTRACT FROM AUTHOR]

This paper poses the question ‘Is it possible to think too much and too deeply about the meanings in our work?’ This paper presents case study approaches to adult learning in terms of two narratives: learning as journeying and the confessional account. My aim is firstly to draw attention to the processes of reflective learning embedded in concepts of reflexivity. Thus, learning to be reflexive is as significant as the products of reflexivity. Secondly, I highlight the ways in which the processes and products of reflexivity can be simultaneously dis/empowering. [ABSTRACT FROM AUTHOR]

This paper will examine the practicalities and the ethics of using archived qualitative data for teaching. Practicalities focus on the basic infrastructure and resources: where data can be obtained, what supporting contextual materials exist, and the provision of customised teaching resources ready for classroom use. The remainder of the paper addresses the ethics of reusing data, first with an overview and then with a closer look at ethical challenges in reusing data for teaching. A symmetry in the roles of researchers and teachers frames this discussion. Researchers collect data from participants for deposit to an archive; teachers access data from an archive on behalf of their students. Both researchers and teachers are acting on behalf of others in their relationships with the archive, and this mediation has ethical consequences. The reuse debate has largely focused on risks to participants, notably possible violations of their privacy, but reusing data for teaching foregrounds new issues: the potential benefit for data to enhance learning, equitable access to data and autonomy of both research participants and students, thus enriching the ethical debate about archiving data. [ABSTRACT FROM AUTHOR]

This paper discusses key methodological issues for qualitative research with learning disabled children, based on the author’s experience of involving learning disabled children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of disabled children as competent research participants. Issues that arose throughout the research process, from the early stages of gaining access to children, to communication challenges for interviewing learning disabled children, and the analysis and dissemination of data, are discussed. Within this context, this paper explores key methodological issues for researchers with regard to interviewing learning disabled children and actively involving them in qualitative research. [ABSTRACT FROM AUTHOR]

This reflective paper draws on a range of experiences developed over the last 11 years regarding the way in which qualitative data analysis (QDA) software (QSR NUD*IST and NVivo) is taught and used within doctoral research. The existing separation of qualitative methods training from QDA software training can result in disconnected technical and methodological learning curves. This can cause a number of problems for doctoral students because a ‘methods revolution’ is being experienced and current students are not necessarily exposed to the support they require via the methods literature, their postgraduate training programme or their supervisor. Three key influences on the use of QDA software are discussed within the context of teaching and learning QSR NVivo: the increased popularity of QDA software amongst those from traditionally positivistic backgrounds; the promise of improved levels of transparency; and the reliance upon the free tutorials, which are distributed with the software, to learn qualitative research methods as well as software processes. Implications for doctoral students, supervisors and examiners are discussed. [ABSTRACT FROM AUTHOR]

This paper offers a theoretical ‘action research spiral’ model to guide reflection on the dual client focus of action research. While theoretically exploring and highlighting the tensions and dilemmas created by this dual client focus, this paper will argue for a greater degree of reflection on action research practice and utilize vignettes from action research cases to illustrate those reflective processes. It is concluded that further discussion and reflection on the process of action research is an important component of social science’s contribution to phronetic knowledge. I saw the University as helping us to reflect on what we are doing—they are the expert reflectors. This is particularly what I saw as X’s role. Sometimes his interjections go above their heads and his ‘nine words or less’ statements need to have some explanation, and I should feed this back to him. I also see the University as playing a visionary role, helping to show us new things about what is possible. I don’t see the University as helping to pull the team together—that is when it gets confusing. They are observing us, they are looking at us as the rats, and when they see something that they think needs to be addressed, they can feed this back to us—and this is where teaching and formal learning comes in. This is a difficult role for the University. I can see some of the University people just squirming—you can see it in their face that they want to intervene. They know something about what we are doing but are not imparting the knowledge. This can piss people off. They are withholding what they know and not helping. But it can also piss people off if they come in too early and tell us what is going on and what to do and not let us wallow around for a while, and learn. This is what I see as a major problem for the University. As you observe us, at what point do you reflect the learning and feedback, and yet not prostitute the learning or dirty the data. ..We are the rats, the factory is your laboratory. But when we are looking at the role of the University, you are the rats. (Plant Manager and Industry Sponsor of an Action Research Project, 2000) [ABSTRACT FROM AUTHOR]

This paper describes the methods and methodology used in a nine‐month‐long empirical study, exploring the constructions of masculinity amongst 10–11‐year‐old boys in three junior schools in the UK. It considers issues arising around sampling and the principal methods of data collection used, which were small‐group interviews and semi‐participant observation. Approaches to writing fieldnotes are also discussed. The second part of the paper looks at the role of the researcher learning to carry out ethnography, and the tensions and dilemmas that occur when working with a young age group in a school setting. Some of the issues that are examined are maintaining relationships, power relations, and the multiple positionings taken by the researcher as an ex‐teacher and gendered adult with a growing awareness of his own masculine identity. [ABSTRACT FROM AUTHOR]

What do you do when you want to participate and let the other participants in a participative action research study ‘lead’ the process, but feel you know what needs to be done and are motivated to ‘lead’ the process yourself? What are some of the key issues for the participant action researcher to consider in relation to this nexus? I might suggest it is like trying to drive the bus from the rear passenger seat—wanting to genuinely participate as a passenger but still wanting some degree of control over the destination. This paper presents reflective empirical ‘practice data’ supporting insights into this dilemma concerning control and participation faced by participative action researchers. The dilemmas and concluding considerations presented are founded on a two-year participative action research study on learning within a project team undertaking an organizational change project. [ABSTRACT FROM AUTHOR]

This paper reflects on and theorizes strategies to design and teach an introductory qualitative research class to US doctoral students. My orientation towards learning theory as an educational psychologist shapes my analysis in fundamental ways. The course blends elements of philosophy, method, skill‐building and reflection to explore both ‘why’ and ‘how to’ elements of qualitative research. Four process components are examined: (1) the construction of my own beliefs about research, (2) the evolution of course readings and skill‐building activities, (3) an analysis of quotations from students’ work, and (4) implications for teaching research methods courses. Class members unearthed moral and ethical dilemmas in every aspect of the research process, and we worked to excavate ways to do quality work in respectful ways. My reflection concludes with two personal insights: (1) social science graduate students in the US need more opportunities to think theoretically and write interpretively and (2) self‐knowledge is integrally connected to issues of openness, voice, and seeing the world with new eyes through the research process. [ABSTRACT FROM AUTHOR]

From the perspective of study management, research is surprisingly lacking on two of the major challenges for planning and performing content analysis: determining the sample size (i.e. number of objects to code) and the required number of coders to hire. The optimization of both of these numbers will ultimately determine how efficiently available resources are used. This study contributes to the methodological discussion on coding by identifying and conceptualizing the role of learning effects with respect to the coding task and by highlighting the importance of considering the coding process when managing a content analysis. We present empirical evidence for the existence and impact of learning effects on coders' coding speed. Accordingly, study management should take account of learning effects when determining the sample size and number of coders. We also provide an illustrative example of how learning effects can impact the results of pretests. [ABSTRACT FROM AUTHOR]

This article reflects on the focus group as a research technique used in an analysis of the relationship between learning spaces and pedagogy, developed as part of the assessment of the secondary school modernisation programme in Portugal. The research proposes a methodological innovation in the use of focus group, by developing focus groups before, during and after tours to the schools. The focus groups in this format were particularly important for the research since they facilitated a dynamic of social interaction and the expression of views and opinions among groups of pupils and teachers about the impact of the renovations on education practices. They also highlighted some of the specific aspects of the interaction between the appropriation processes and the object of the intervention, which was in itself object of contradictory interpretations. Further, this technique enables the attainment of a triangulation strategy, central to the study. [ABSTRACT FROM AUTHOR]

In this article, I describe multi-context engaged learning - a research methodology that I developed in response to the challenge of conducting intimate and engaged fieldwork within a highly complex and shifting milieu typical of those faced by many researchers today. Moreover, I argue that it is the ethnographer's 'presence' in terms of her accountability and membership within a shared context that should ideally constitute the site of research, and that this in turn demands an honest and forthright approach to the issues of exchange that are at the heart of most field research. [ABSTRACT FROM AUTHOR]