شبكة المعلومات العربية التربوية

This paper aims to identify the educational and personal obstacles and the obstacles associated with the nature of qualitative research for the use of graduate male and female students (MA and PHD) of qualitative research in the specialization of pedagogy and ways to overcome them. The research used the descriptive survey method and the questionnaire as a tool. The most important educational obstacles include: the focus of faculty members on quantitative research in their lectures, and the paucity of seminars and meetings that urge the use of qualitative research. The most important personal obstacles include: the absence of incentives that encourage the student to use qualitative research, and the belief that quantitative research is easier than qualitative ones. The most important obstacles related to the nature of qualitative research are: the length of the period required by the qualitative research compared to quantitative research, the need of qualitative research for going down the field and de facto union, and the most important ways of overcoming it are: training postgraduate male and female students on methods of analysis and interpretation in qualitative research, and motivating postgraduate male and female students to write using qualitative research; by giving them more space to choose the supervisor who is interested in this type of research. (Published abstract)