How can we prepare qualitative educational researchers, imbuing them with appropriate skills and knowledge as well as necessary attributes like open-mindedness? This study attempts to answer this question through content analysis of the reflective journals of 22 practising teachers
studying in a mandatory qualitative research course as a prerequisite to entering a Masters program. Results show the importance of the cooperative structure of the class and feedback by the instructor. Examples from students’ reflective journals provide information on their learning
processes. Comparison of the percentages of students’ writing in the intellectual, social and personal realms at mid-year and at the end of the year show a rise in intellectual references and a drop in social and personal references. It is postulated that the cooperative structure of
the class allows students with different needs and learning styles to succeed, and that personal and social concerns are subsumed in a successful intellectual process.
Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.