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Philosophical Paradigms in Qualitative Research Methods Education: What is their Pedagogical Role?

ABSTRACT In this paper, I discuss and critically assess how the relationship between philosophy of science and qualitative methods is presented and discussed in research on qualitative research methods education (QRME) and qualitative methods textbooks. I argue that both typically convey the idea that philosophy of science guides or influences the use and choice of qualitative methods but are often unclear about how this influence works. I propose two conceptualizations of the relationship between philosophy of science and qualitative methods: philosophical assumptions can either explicate or explain qualitative methods. I argue that both approaches have pedagogical rewards, but that whereas the explanation approach is explicitly or implicitly used in many examples of research on QRME and textbooks, the explication approach has not had wide application. I conclude by arguing that the lack of clarity and the absence of discussion about explication are potential problems for qualitative research methods education.