Journaling in Teaching Qualitative Research Methods to Non-sociologists

In 2020, I was asked by the head of our department to teach a course on qualitative methodology for special education students.I was somewhat frustrated because I had been advocating a reduction in the number of research methodology courses for education majors.I believed that future teachers and special educators should focus on learning how to teach rather than delving into research.Th e methodology courses were not well received by students, who found them challenging and failed to see their practical relevance.Consequently, the overall level of knowledge and skills attained was low.My experience echoed the fi ndings presented by Jonathan Firth and Saima Salehjee in "Engaging Student Teachers with Evidence: Trainersʼ Perspectives of Barriers and Opportunities", revealing that students often do not view research as integral to their teaching identity.Th ey fi nd it diffi cult, lack confi dence, and struggle with both the skills and time required.Despite my suggestion to cancel some methodology courses, a new course was introduced, and I was still assigned to teach