In this study, we used participant-observation to achieve grounded theory as we constructed a model outlining how marriage and family therapy graduate students learn qualitative research methods. We identified three major learning frameworks: Pragmatism, Ethics/Morality, and Identity of the Researcher. We also found that certain learning modalities are most congruent for students holding these major frameworks. “Critical learning incidences” appeared to cause a shift or r e -balancing of students ’ frameworks as they learn qualitative research. Application of these findings may help guide instructors who are teaching students with little previous exposure qualitative methodology. Recommendations for future research are also included .


Teaching, Qualitative Methods, and Grounded Theory


The authors would like to thank Dr. Fred Piercy, whose support, guidance, and instruction made this endeavor possible. They would also like to thank their fellow students who generously participated in this project.

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