Abstract
We continue the dialogue within Family Science about the pedagogical culture of qualitative research methods. Despite the rapidly growing enterprise of qualitative research, there has been minimal discussion in Family Science literature of content and teaching practices used in Family Science qualitative research methods courses. In response, we collected data primarily from graduate students enrolled in qualitative research methods courses and Family Science qualitative methods instructors. Using these data, we analyzed experiences and reflections of both groups. We offer recommendations for qualitative research methods in Family Science.
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