From understanding to insight: using reflexivity to promote students’ learning of qualitative research

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Reflexivity is qualitative researchers’ thoughtful and self-aware examination of the intersubjective dynamics between themselves and study participants, evoking insightful understanding of others. Novice qualitative researchers need to acquire reflexive skills for their professional development. In this article, we examine reflexivity among Israeli students on a qualitative research course. We conducted thematic content analysis of the data gathered from the students’ written reflexive journals. Reflexivity was demonstrated by three dimensions in each stage of the students’ experience of learning qualitative research: (1) ‘I as a person’, relating to students’ critical personal perspective; (2) ‘I as a researcher’, referring to the students’ insights about their evolving competencies as researchers; and (3) ‘I as an individual in a sociocultural context’, stressing students’ awareness of their values, beliefs and norms. These findings are discussed, highlighting four key concepts in qualitative research: Taken-for-Granted Expectations; Experience of Discovery; Resonance, and Meaning Making and Insights.

Original languageEnglish
Pages (from-to)100-113
Number of pages14
JournalReflective Practice
Issue number2
StatePublished - 3 Mar 2016

Bibliographical note

Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.


  • Bracketing
  • qualitative research
  • reflection
  • reflexivity
  • teaching/learning strategies

ASJC Scopus subject areas

  • Philosophy


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