There are now more postgraduate programmes that include qualitative methods in psychology than ever before. This poses problems for teaching qualitative methods at M level because we still lack consistency in what qualitative methods are taught at the undergraduate level. Although the British Psychological Society requires accredited undergraduate programmes to include qualitative methods, we hear very different stories from colleagues across the UK about provision and quality. In this article, we present a dialogue between learner and teacher about our own experiences of qualitative methods in psychology at M level. We report our own learning experiences of qualitative methods at the undergraduate level, reflect on current methods of teaching at M level, and consider ways of moving forward. As well as focusing specifically on current practice at our institution, our discussions also branch out into wider issues around the fundamental characteristics of qualitative methods, pragmatically and philosophically, as well as our own accounts of what we enjoy most about using qualitative methods in psychology.
Bibliographical noteThis is an electronic version of an article published in Shaw, Rachel; Dyson, Phillip and Peel, Elizabeth A. (2008). Qualitative psychology at M level: a dialogue between learner and teacher. Qualitative Research in Psychology, 5 (3), pp. 179-191. Qualitative Research in Psychology is available online at: http://www.informaworld.com/openurl?genre=article&issn=1478-0887&volume=5&issue=3&spage=179
- qualitative psychology
- qualitative research
- learning experience
- postgraduate teaching