Doctoral education is more than completing qualifications for a degree. Rather, it can be seen as an evolution. To facilitate this evolution, it is important to provide learners with avenues to critically reflect on their learning as they become researchers. One way to do this is by encouraging reflexive practices. By considering their assumptions and positionality throughout the research process, learners gain deeper understandings of how they are situated in their work, and how their methodological choices influence their research. There are many models for instructors to draw from when creating activities to facilitate reflexive thinking in their learners. This chapter includes strategies to facilitate reflexive practices, including various mediums learners can use to consider their positionality, building a culture that allows for open sharing amongst learners, and allowing learners space to discuss their experiences.
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Front Matter
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Part I: Teaching and learning social research methods in the classroom
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Part II: Teaching and learning social research methods online
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Part III: Teaching and learning social research methods in the field and other contexts
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Back Matter
