Experienced qualitative researchers’ views on teaching students qualitative research design
Bibliographic Data
| ID | 12733515 |
|---|---|
| Authors | Emily Castell (0000-0002-1525-9045, Curtin University, corresponding author), Shannon Muir (0000-0001-8733-9004, Curtin University), Lynne D Roberts (0000-0003-0085-9213, Curtin University), Peter Allen (0000-0001-8329-0426), Peter J Allen (0000-0002-9690-1545, University of Bristol), Mortaza Rezae (0000-0003-0113-8741, Curtin University), Aneesh Krishna (0000-0001-8637-5732, Curtin University) |
| Year | 2021 |
| Volume | 19 |
| Issue | 4 |
| Pages | 978-1003 |
| Publication date | 2021-11-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Qualitative Research in Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1478-0887 • E-ISSN: 1478-0895 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14780887.2021.1992061 |
| OpenAlex | W3215972582 |
| Language | EN |
| Citations received | 4 |
| References cited | 37 |
The increasing prominence of qualitative inquiry in psychological research has been accompanied by reflection on teaching and learning practices within undergraduate and postgraduate psychology courses. To date, there is limited empirical understanding of how experienced qualitative researchers approach teaching students about qualitative research design. The present study draws on interviews with qualitative researchers (N = 12) from multiple disciplines, occupying various positions within academia. Using thematic analysis, seven themes were developed, under the superordinate theme present qualitative research as a legitimate approach to enquiry. The themes illuminate practical pedagogical implications for teaching qualitative research, including introducing qualitative research in bite-sized chunks and initiating students to qualitative inquiry through foundational methods. The findings contextualise the teaching of qualitative methods as a site of multiple tensions, for example, balancing pragmatism and idealism, and providing structure to students while enabling flexibility. Educators and supervisors of qualitative research navigate these tensions in their teaching practice to provide students with what they see as the best possible learning experiences. We call for further research to build a profile of evidence-based pedagogical practice for teaching qualitative research, while also acknowledging the fluidity needed to embrace changing epistemologies, methodologies, methods, and data sources
Epistemology · Flexibility (engineering · Mathematics education · Pedagogy · Pragmatism · Qualitative research · Social science · Sociology · Thematic analysis · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Management and Marketing Education · Psychology
Tacit and Explicit Knowledge
The promises of qualitative inquiry.
Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches
No Replication, No Trust? How Low Replicability Influences Trust in Psychology
Resistance to qual/quant parity
A changing culture? Qualitative methods teaching in U.K. psychology
Qualitative inquiry in the history of psychology
Teaching qualitative inquiry as a stand-alone course
Qualitative inquiry in undergraduate psychology curricula and research training
Recommendations for designing and reviewing qualitative research in psychology
Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology
Decolonising Australian Psychology
Stages of Colonialism in Africa
The Value of Mixed Methods Designs to Social Justice Research in Counseling and Psychology
Celebrations amongst challenges
Qualitative undergraduate project supervision in psychology
Graduate education in qualitative methods in U.S. psychology
Some thoughts on qualitative research in psychology in Europe
I wish I knew what I know now”
Engaging critical methodologies in qualitative research methods with undergraduate psychology students
Is psychology suffering from a replication crisis? What does “failure to replicate” really mean
Using thematic analysis in psychology
Qualitative Research Designs
Qualitative research in counseling psychology
Sample Size in Qualitative Interview Studies
A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods
Qualitative methods of data analysis in psychology
The Concepts of Qualitative Data
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |