Experienced qualitative researchers’ views on teaching students qualitative research design

The increasing prominence of qualitative inquiry in psychological research has been accompanied by reflection on teaching and learning practices within undergraduate postgraduate psychology courses. To date, there is limited empirical understanding how experienced researchers approach students about design. present study draws interviews with (N = 12) from multiple disciplines, occupying various positions academia. Using thematic analysis, seven themes were developed, under the superordinate theme as a legitimate to enquiry. illuminate practical pedagogical implications for research, including introducing bite-sized chunks initiating through foundational methods. findings contextualise methods site tensions, example, balancing pragmatism idealism, providing structure while enabling flexibility. Educators supervisors navigate these tensions their practice provide what they see best possible experiences. We call further build profile evidence-based also acknowledging fluidity needed embrace changing epistemologies, methodologies, methods, data sources.