Tensions of Creativity in Teaching and Learning Qualitative Research: An Interactional Ethnographic Study

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Roundtable: New Perspectives and Approaches in Teaching and Learning Research Methods (Table 21)

Abstract

In this Interactional Ethnographic study, we explore tensions around creativity in teaching and learning qualitative research. Focusing on a doctoral introductory qualitative research class and student encounters with assignments invoking creativity, we sought to understand how tensions influence learning. Conceptualizing the class as a languaculture (Agar, 1994) where class members co-construct particular ways of interacting, we studied instructional interactions and student experiences with creativity in research learning. We used Spradley’s Domain and Taxonomic Analysis (1980/2016) to analyze video/audio recordings, class members’ artifacts, and student interviews. Focusing on insider points-of-view and discursive construction of common language and meanings, we discuss how creativity tensions in doctoral education challenge and benefit student development and research pedagogies.

Authors

• Megan K. Mitchell, Valdosta State University

• Audra Skukauskaite, University of Central Florida