Abstract
Teaching qualitative research methods (QRM), particularly early on in one’s academic career, can be challenging. This paper describes shared peer journaling as one way in which to cope with challenges such as complex debates in the field and student resistance to interpretive paradigms. Literature on teaching QRM and the pedagogical value of journaling for metacognition are reviewed. The two authors describe key points about their teaching contexts and then demonstrate with journal excerpts how they developed (a) clarity, (b) confidence, and (c) connection through two years of co-creating their journal. The article concludes with recommendations for shared journal writing as well as ways to extend it.
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