Debriefing interviews and coaching conversations: Strategies to improve student reflexivity
Maritz, J; Jooste, K
Without conscious will and engagement in critical reflexivity as a process of growth and
learning in research, students remain unaware of their subjective biases and the effect
of bias on the inquiry. A qualitative, exploratory, single descriptive case study was used
to explore and describe the operationalisation of debriefing interviews and coaching
conversations as strategies to promote student reflexivity and action in postgraduate
supervision practice. Two female Master of Technology (Somatology) students were
purposively selected. Data were collected through in-depth semi-structured debriefing
interviews, coaching conversations and semi-structured naïve sketches. Data analysis
followed a thematic coding approach. It was found that the strategies of debriefing
interviews and coaching conversations promote self-awareness and methodological
awareness, transformation, learning and support, and increase students’ capability to
act and react more quickly to research challenges. However, bracketing of personal
epistemological beliefs and ethical reasoning remain a challenge.
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