Abstract:
This article surveys the literature from 1999 to 2013 on teaching qualitative research methods. One hundred thirteen articles
fitted the inclusion criteria; 79 of these were by academics in the United States and Canada. Only 39 of the 113 were based
on empirical research: from these, seven descriptive themes were distilled, of which the dominant ones are experiential
learning and practice-based materials and workshops. The literature portrayed teaching qualitative research as providing
experiential and practice-based learning opportunities for students that revealed its desirable pedagogical features. It further
reported that when students engaged in learning experiences, they underwent paradigm shifts about qualitative research
as well as personal transformations. Our study confirmed that there is a lack of a research-based approach to teaching
qualitative methods and we recommend that more be done to contribute to its pedagogical culture particularly concerning
methods used to evaluate instruction, innovative instructional methods, and approaches to assessment.
