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Eine bevölkerungs- und systembezogene Perspektive auf Gesundheit, starker Anwendungsbezug und Interdisziplinarität, aber auch eine Affinität zu quantitativen und epidemiologischen Methoden und Methodenpragmatismus zeichnen Public-Health-Forschung und -Praxis aus. Diese Orientierung stellt die qualitative Methodenausbildung in Public Health vor einige Besonderheiten. In diesem Beitrag reflektieren wir das Konzept der zweisemestrigen Grundlagenveranstaltungen im Masterstudiengang Public Health der Fakultät für Gesundheitswissenschaften der Universität Bielefeld. Wir setzen mit dem Seminarkonzept auf forschendes Lernen, bei dem die Studierenden den Forschungsprozess mittels der konstruktivistischen Lehrmethode des Cognitive Apprenticeship durchlaufen. Diese offene Herangehensweise ermöglicht es uns, auf unterschiedliches Vorwissen und unterschiedliche Kompetenzniveaus zu reagieren. Mit einer gegenstandsbezogenen, pragmatischen Vermittlung bereiten wir auf die Nutzung und Weiterentwicklung von Methodenkompetenz in der späteren heterogenen Forschungs- und Berufspraxis in Public Health vor. Zugleich bleibt es für uns eine Herausforderung, Studierende für die Bedeutung und den Nutzen der Anwendung einer Vielfalt qualitativer Methoden zu sensibilisieren. The field of public health is characterised by a population and systemic perspective on health, applicability and interdisciplinarity, and a slant towards quantitative and epidemiological methods and methodological pragmatism. This presents specific challenges for the teaching of qualitative methods in public health. In this contribution we reflect on the concept of the two-semester methods seminars in the master of public health course at the School of Public Health at Bielefeld University, Germany. Our teaching is guided by the concept of enquiry-based learning. In our methods seminars, we employ the constructivist teaching method of cognitive apprenticeship to introduce students to the research process. This open approach allows us to respond to different degrees of prior knowledge and levels of competence. With our pragmatic, application-led teaching, we qualify graduates to develop and employ methodological skills in their later academic and practical careers. At the same time, it remains a challenge to sensitise students to the significance and benefits of a wide range of qualitative methods.

Multilingualism raises specific methodological, ethical, and practical challenges for qualitative researchers, yet its implications for teaching remain underexplored. In this article, we examine how engaging with multilingualism, translation, and interpreting can foster methodological competencies in sociology students. After outlining the significance of multilingualism for qualitative inquiry, we identify core areas of knowledge that students should acquire, including theories of translation and interpretation, the dynamics of interpreter-mediated interviews, and the potentials of multilingual research designs. We then present an interdisciplinary course concept jointly developed by instructors from sociology and translation studies, centered on interpreter-mediated qualitative interviews. Drawing on the course design, implementation experiences and student feedback, we discuss what students learn about the interpretative nature of research, the constructedness of knowledge, and the importance of reflexivity. We further discuss framework conditions such as practice-based learning, personal involvement, and peer exchange, before reflecting on limitations of the course design. We conclude that systematically addressing multilingualism in methods teaching promotes reflexivity, openness, and interdisciplinary collaboration as fundamental competencies in qualitative research.

How is writing a part of creatively understanding ourselves, research questions, data, and theory? Writing is a critical form of connecting concepts, exploring data, and weaving knowledge in qualitative research. In other words, writing is integral to theorizing. However, writing is not an individualistic process. Writing is a relational and creative epistemological weaving of thoughts and embodiments constructed by researchers and their interactions with mentors and instructors, participants, and theoretical proponents. In this paper we discuss this creative process by paying attention to each co-constructor of knowledge and the ways in which the weaving of knowledge was constructed through our shared and different journeys as doctoral student and instructor. Grounded in Gloria Anzaldúa’s borderland and nepantla work, we will present our positionalities, interactions, and suggestions for fellow qualitative writers struggling to make sense of their writing and theorizing. Our hope is that doctoral students and veteran academics alike can benefit from this exploration.

In this manuscript, we work to define and unpack what teaching for social justice means for us as instructors of an introductory qualitative methods course at an ultraconservative institution. We focus on our intentionality in curating readings, designing specific fieldwork assignments, and prompting reflective work for adult graduate students in the course. This intentionality provides various inroads to develop and support student learning around qualitative methods, to reveal meta narratives and dominant ideologies, to critically think and “trouble” those narratives, and opportunities to name lived experiences and observations in systems of oppression and privilege.

Online education has become well established as an avenue for flexible access to educational opportunities. Those who teach qualitative research methods online may find it difficult to locate research or best practice literature to inform practice. A scoping review was conducted to identify and synthesize the literature about teaching qualitative research methods courses online. Eleven peer-reviewed journal articles were identified through a scoping review of the literature. The TPACK framework, which defines teacher knowledge in terms of technological, pedagogical, and content knowledge, was used as a conceptual framework. Results from this scoping review indicate that online qualitative research methods educators choose course goals, instructional modules, and topics in a manner consistent with instructional design approaches. Pedagogical approaches included orientation strategies, strategic use of instructional media, online discussions, applied research activities, and writing projects. Technology was used for course management, to develop content, for communication, and to enable online teaching strategies in an online environment. The literature informs teaching practice in qualitative research methods education, but more research is needed to develop knowledge in this under explored area.

This research article as a part of larger study intends to explore the role of teaching qualitative methods is not easy and often represents a great challenge. In this work, we describe our experience of teaching a qualitative methods course for undergraduate psychology students. In this course, we used a Team-Based Learning (TBL) approach in which we had students cluster into small groups to enhance their education by having them become more active in their learning. To teach qualitative methods, we used TBL and in this paper, we present the exemplification of this method by choosing Photovoice. The Team-Based methods may be thought of as a new approach for teaching qualitative methods at the university because it allows the students to reach relevant life skills, like reflexivity, sensitivity, and critical thinking that are relevant not only for qualitative researchers but also for the psychologists and the social service professionals.

The paper is based on personal 20-years experience of teaching methodology of grounded theory and qualitative methods. In the following paper I would like to show the usefulness of visual analysis in teaching methodology of grounded theory. A very important tool is to use pictures and a sequencing of pictures, which give a comparative insight into empirical data and teaches the comparative method that is so important to generate theory (Glaser 1965; Glaser, Strauss, 1967; Glaser 1978). Students can learn how to compare and find patterns in empirical instances, which have visual character. Some of the sequences show stages of action and the sequence that all together is a linear representation of activity. Sequence of pictures helps to build the pattern that is conceptual understanding of the phenomena being studied. In other case, the sequences of pictures given to students are not planned. They are almost accidentally created and force students to find patterns by means of the comparative analysis. We should always know what had happened before a picture was taken as well as afterwards, it is similar to sequences analysis in textual data (Silverman 2007). We should always be aware of the context of analyzed activity. Students are also encouraged to make a theoretical sampling and saturate categories using data from photos and other visual data. This helps them to proceed with the research from empirical incidents to conceptually elaborated properties of categories and finally to the definition of category and formulating the hypotheses. In this way they learn visual grounded theory that is using the visual images for generating categories, properties and hypotheses and also for presenting results of analysis in the final report.

Qualitative Sozialforschung und qualitative Methodenlehre befinden sich in einer Umbruchphase. Mit der Entwicklung neuer Forschungsfragen, -felder und -zugänge, der Expansion des qualitativen Lehrangebots, einem Generationenwechsel unter den Lehrenden, hochschulpolitischen Transformationsprozessen und technologischen Veränderungen entstehen neue Möglichkeiten, aber auch steigende Anforderungen für Hochschullehrende. In diesem Beitrag charakterisieren wir die gegenwärtige qualitative Methodenlehre im Sinne der Theorie der Liminalität (TURNER 1991 [1969]) als Arbeit an der Schwelle, in der bestehende Routinen aufgelöst wurden und neue noch nicht entstanden sind. Wir lesen die 2022 erfolgte Gründung des Lehrwerkstätten-Netzwerks als Ausdruck dieser Liminalität und berichten (aus Teilnehmerinnenperspektive) von seiner bisherigen Entwicklung. Wir betrachten die Lehrwerkstätten als interdisziplinäre Arbeitsform, in der Lehrende die Umbruchphase gemeinsam gestalten: Sie arbeiten (ähnlich wie professionelle Lerngemeinschaften, BONSEN & ROLFF 2006) an der Professionalisierung der qualitativen Methodenlehre und setzen zugleich Impulse für eine kollaborative Wissenschaftskultur, die auch über die qualitative Methodenlehre hinaus wirksam sein können. Wir diskutieren aktuelle Herausforderungen der Zusammenarbeit im Netzwerk und geben einen Ausblick auf mögliche Entwicklungen und Dynamiken des Lehrwerkstätten-Formats.

A few years ago Centre of Development Studies at my Faculty, Faculty of Economics and Social Sciences, started an online Master’s Programme in Development Management. The programme was implemented by a network of universities from the North (University of Agder/UiA) and the South (Sri Lanka, Tanzania, Ethiopia, Uganda, Ghana) recruiting students from across the world. The evaluation is very positive characterising it as a big success. I will now look into one particular element of this study, teaching the qualitative methodology (QM) courses with a special focus on the South context. Each course QM included has been sectioned into modules based on a variety of students` activities including student-student and student-tutor/teacher interaction, plus a number of hand-ins across topics and formats. Evaluation of the students` performance is based on both online group activity and written material submitted either into the individual or the group portfolio. My focus is twofold. First, how did we teach qualitative methodology and how did that work? Second, what about the contemporary focus on neo-colonial methodology and our QM courses? In a wider perspective the study is part of foreign aid where higher education is a means to transfer competence to the South. As such this study works to enable and to empower people rather than being trapped in the old accusation of sustaining dependency (Asad 1973, Ryen 2000 and 2007a). This study then is embedded in a wider North-South debate and a highly relevant illustration of the potentials, success and hazards, inherit in teaching QM.

The present study focuses on examining how digitally guided conceptual mapping can be used in orienting students in higher education to learn complex domain content and practices. The educational setting investigated was targeted at doctoral students in the behavioural sciences who were learning qualitative and mixed methods in their own research activities. The students used digitalized conceptual tools to construct an external representation of research methods in the form of concept maps. The concept maps worked as orienting bases that were considered to inform their further domain-specific activity and corresponding learning goals. The students were found to implement the digital guidelines in various ways, depending on their previous knowledge and current knowledge-driven needs. The orienting bases by the students allowed the teacher to tailor her guidance according to the domain-specific challenges that the students encountered in studying the principles and practices of research methods.