This study is an autoethnography that explores the meaning of the experience of a novice researcher growing into a qualitative researcher through learning experiences in a doctoral program. To examine the process of becoming a qualitative researcher, I, as both researcher and participant, analyzed reflective journals written from January to December 2024 during participation in graduate courses, academic conferences, and collaborative research. The research findings were derived using the “Three-Stage Analytical Framework for Novice Researcher Professional Development.” The process of growing into a qualitative researcher was categorized into three stages, titled: “Network Dependence: The Tug-of-War Between Social Being and Researcher,” “Network Negotiation: Growing Like a Vine Supported by a Strong Trellis,” and “Network Expansion: Growing Pains of Collaboration Amid Differences.” Through these learning experiences, I grew from a passive observer to an active participant and discovered my emerging identity as a qualitative researcher. I also realized that intercultural network relationships within the academic community—including advisors, professors, peers, and juniors/seniors—are key to developing as a qualitative researcher. Furthermore, I found that collaborative research not only drives individual growth but also serves as a driving force for the ongoing development of the academic community. Repeated acts of reflection throughout the research process proved to be a practical skill that transforms novice researchers into qualitative researchers. This study is expected to help novice researchers new to qualitative research by providing examples of learning experiences and self-reflection, thereby deepening their understanding of qualitative research.
Chu et al. (Thu,) studied this question.