INTRODUCTION: Learning How Learners Learn Qualitative Research

I begin my chapter by observing, at its essence, qualitative research is the science and art of learning about others as we learn about ourselves. By extending this position of research as learning, I ask readers to embrace how they could teach as qualitative researchers research and create learning environments conducive to qualitative research students learning as qualitative researchers learn. Keeping with the focus of this book, I propose engaging our students in socially constructed qualitative research pedagogies is an excellent way to teach students qualitative research in a manner and with a theoretical perspective consistent with how we as qualitative researchers practice our craft. After presenting my own personal journey as a qualitative researcher and educator, I review the current research on teaching and learning qualitative research noting the evidence suggests to help students become competent qualitative researchers, we as teachers must effectively (and humanely) engage our students in qualitative research practices early and often in the learning process. I offer some socially constructed ways to engage students in learning qualitative research while reminding readers the simplest way for us to embrace a learner-centered qualitative research pedagogy is for us to act as learners ourselves along with our students. I conclude with a section entitled, “How to Read This Book, " in which I encourage readers to approach reading the book like a qualitative researcher embarking on a new discovery who remains open, curious, reflective, and turns learning into meaningful action.