WCQR2027 | Training Day
As part of the online program, WCQR2027 will include a dedicated Training Day on 1 February 2027 (Western European Time, UTC+00:00).
Designed to provide participants with practical, hands-on learning experiences, this day will feature short courses focused on qualitative research methods.
Led by a panel of experienced facilitators, the event will offer an excellent opportunity to deepen methodological skills, explore innovative approaches, and engage in interactive sessions aimed at enhancing participants’ research practices.
Please note:
Attendance at the Training Day is not included in the WCQR2027 conference registration and requires separate enrollment.
The Training Day registration fee includes participation in one short course in the morning session and one short course in the afternoon session. Participants will select their preferred short courses during registration, subject to availability.
Short courses will be recorded and made available to registered participants for a limited period after the event.
As places are limited, early registration is strongly recommended. Please see the program below and follow the link at the bottom of the page to register.
Short Courses
Morning | 10:00 am to 1:00 pm (UTC+00:00)
Elaine Keane
University of Galway (IE)
An Introduction to Constructivist Grounded Theory
This short course introduces Kathy Charmaz’s constructivist grounded theory (CGT), with a particular focus on social justice-oriented research. Grounded theory (GT) methods consist of flexible guidelines to fit particular research problems, not to apply mechanically. With these guidelines, you expedite and systematize data collection and analysis. CGT and social justice issues serve mutually complementary purposes. GT methods can assist social justice researchers in making their work more analytic, precise, and compelling. A social justice focus can help grounded theorists to move their methods into macro analyses.
In this short course, following an exploration of the history and development of GT, we examine GT basic guidelines and major strategies, including initial line-by-line and focused coding, the use of gerunds, memoing, diagramming, theoretical sampling, and categorising. Throughout the session, there is an emphasis on CGT’s epistemological foundation and resultant adaptations to the research process, including regarding the literature review, researcher positionality/ies, and participant involvement.
The short course will include a number of hands-on exercises to exemplify, and give participants an opportunity to practice, the strategies being discussed. For the coding exercise, you may bring and use some of your own qualitative data, or if you do not have data yet, some will be supplied. Clear guidelines and support are provided to participants with regard to all aspects of CGT.
The session will utilise CGT readings and resources from Kathy Charmaz, Robert Thornberg, Adele Clarke, and myself, and will draw on the scholarship of Barney Glaser and Anselm Strauss.
This short course will be of interest to those doing full CGT studies but also to those who may be interested in learning about and potentially using some of the powerful GT strategies (such as coding) in studies with a different overall methodological approach.
Nicole Brown
University College London (UK)
Photovoice Reimagined: principles and scope of photovoice research
Explore the evolving practice of Photovoice in this interactive workshop, introducing it both as a research framework and as a method. Through hands-on activities using visual data, participants will experiment with image-based collection, analysis, and dissemination while engaging with the ethical, methodological, and practical opportunities and challenges of visual inquiry in contemporary social research.
Photovoice is a particular approach to research that emerged in the 1990s in response to wider developments within qualitative research. The popularity of research studies using photography as an approach to gathering data is undisputable. However, the terminologies and conceptualisations are not always entirely clear.
For this interactive workshop I propose to offer an introductory session on how Photovoice may be used as a framework and as a method. I will begin by outlining the main principles of photovoice in its original intention and sketching out how photovoice research has developed since. For the workshop activities, I will have images available that will enable attendees to experiment with aspects of photovoice research from data collection to analysis through to dissemination. Throughout the session, I will highlight ethical, methodological, and practical opportunities and challenges when using photovoice as a framework or as a method.
This short course is delivered an interactive workshop using real examples from research. The workshop consists of breakout group discussions and plenaries interspersed with mini-lectures.
- Have critical awareness of advantages and risks when using photovoice as a framework and as a method
- Be equipped analyse photographs
- Feel permitted to “experiment” and “try” in qualitative research
Anna CohenMiller
Nord University (NO)
The Reflexive Arts-Based Researcher: Using creativity and critical self-reflection to create more equitable and inclusive research praxis
Have you ever wanted to learn more about yourself as a researcher? Wanted to better understand those you work with? Or been curious about using creative methods to expand the potential of your research? In this active learning workshop, we will come together and use creative methods and reflexive practices to see the potential of how arts-based methods can enhance our research praxis across all stages of a research project.
As participants in the workshop, we will become co-producers of knowledge, considering who we are as researchers and our goals in our work. We will look, touch, feel, and create arts-based media and reflect on ways in which these practices can facilitate more equitable and inclusive approaches across data generation, analysis, findings, and research sharing.
Readings will be provided on-site (and/or in advance) to give a foundation about arts-based research practices and critical self-reflection.
This short course is offered as an active learning workshop that brings people together into one space to create, discuss and reflect. The workshop focuses on hands-on praxis and contemplation, along with guided content about arts-based research and critical self-reflection. Recommended readings will be provided as part of the course prior and/or on site.
The aim of this workshop is to inspire researchers to consider the ways in which the arts can enhance more equitable and inclusive research practices through expanding our self-awareness, acceptance of others, and positive action in research. The course will be of interest to those interested in becoming more aware and using creative methods.
José Ignacio Rivas Flores
University of Málaga (ES)
Una Investigación Educativa “Otra” Necesaria. Una Mirada Decolonial Para La Transformación Educativa Y Social
This session will be delivered in Spanish. Translated captions will be available. // Esta sesión se impartirá en español. Habrá subtítulos traducidos disponibles.
Este curso propone un espacio de reflexión crítica sobre el papel de la investigación educativa en los desafíos sociales, políticos y culturales contemporáneos. A partir de perspectivas transformadoras, especialmente la investigación biográfico-narrativa y la mirada decolonial, se abordarán los fundamentos epistemológicos, éticos y metodológicos que sustentan una investigación comprometida con la transformación educativa y social.
- La investigación educativa en la disputa social, ideológica y política actual. Fundamentos epistemológicos, ideológicos y éticos.
- Perspectivas de investigación con mirada transformadora.
- La perspectiva biográfico narrativa en investigación educativa: principios onto-epistemológicos y éticos
- La mirada decolonial en la educación.
- La soberanía epistemológica y expresiva como principios éticos en la investigación
- Profundizar en el sentido de la investigación en educación en los tiempos actuales y su responsabilidad con la mejora del mundo.
- Presentar perspectivas transformadoras de investigación, especialmente la investigación narrativa y decolonial
- Comprender los fundamentos epistemológicos que subyacen en la Investigación educativa con interés en la transformación
- Reconocer los relatos de mundo presentes en la educación actual
- Presentar las estrategias de investigación que se desarrollan desde estas perspectivas
METODOLOGÍA
Se desarrollará una metodología dialógica – reflexiva a partir del trabajo colaborativo de los asistentes, partiendo de la experiencia personal y colectiva de investigación en educación
EVALUACIÓN
Relato personal sobre la experiencia vivida, desde una mirada crítica y decolonial
Afternoon | 3:00 pm to 6:00 pm (UTC+00:00)
Nicole Brown
University College London (UK)
Photovoice Reimagined: principles and scope of photovoice research
Explore the evolving practice of Photovoice in this interactive workshop, introducing it both as a research framework and as a method. Through hands-on activities using visual data, participants will experiment with image-based collection, analysis, and dissemination while engaging with the ethical, methodological, and practical opportunities and challenges of visual inquiry in contemporary social research.
Photovoice is a particular approach to research that emerged in the 1990s in response to wider developments within qualitative research. The popularity of research studies using photography as an approach to gathering data is undisputable. However, the terminologies and conceptualisations are not always entirely clear.
For this interactive workshop I propose to offer an introductory session on how Photovoice may be used as a framework and as a method. I will begin by outlining the main principles of photovoice in its original intention and sketching out how photovoice research has developed since. For the workshop activities, I will have images available that will enable attendees to experiment with aspects of photovoice research from data collection to analysis through to dissemination. Throughout the session, I will highlight ethical, methodological, and practical opportunities and challenges when using photovoice as a framework or as a method.
This short course is delivered an interactive workshop using real examples from research. The workshop consists of breakout group discussions and plenaries interspersed with mini-lectures.
- Have critical awareness of advantages and risks when using photovoice as a framework and as a method
- Be equipped analyse photographs
- Feel permitted to “experiment” and “try” in qualitative research
Nikki Hayfield
University of the West of England (UK)
Reflexive thematic analysis: An introduction
This workshop introduces Braun and Clarke’s approach to reflexive thematic analysis which has become a popular approach within and beyond psychology. Reflexive thematic analysis emphasises the part of the researcher during the process of analysis, and enables researchers to be systematic and rigorous in their theme development. The workshop will explore reflexivity, and the choices and phases of reflexive thematic analysis. It is particularly suitable for doctoral students, early career researchers, and anyone seeking an introduction to reflexive thematic analysis.
This introductory session will begin with a consideration of different approaches to thematic analysis. We will then focus on reflexivity to explore what we bring to the data and why it matters. The choices of reflexive thematic analysis will be introduced before discussing the six phases of reflexive thematic analysis – from familiarisation and coding, to generating, reviewing, defining, and naming themes, and producing the report.
This workshop will include the delivery of content to introduce reflexive thematic analysis as a distinct approach to qualitative analysis. During the session, there will be interactive exercises focused on reflexivity and on some of the six phases of reflexive thematic analysis. Data will be provided for attendees to work with and there will be opportunities for questions and discussion. A reading list of chapters and papers will be provided as part of the course, including those written by Victoria Clarke, Virginia Braun, Gareth Terry, and Nikki Hayfield.
The aim of this workshop is to introduce reflexive thematic analysis and the choices and phases that the method involves. The course will be relevant for all those who would welcome an introduction to this popular method of analysis.
Dr. King Costa
Global Centre for Academic Research (ZA)
Beyond Quality Checklists: Advancing Critical Appraisal for Rigorous Qualitative Research, Evidence Synthesis, and AI-Enhanced Inquiry
The growing emphasis on evidence-informed decision-making has elevated critical appraisal to a central position within qualitative research, systematic reviews, and evidence synthesis. Yet a fundamental question remains unresolved: How should researchers judge the quality of qualitative inquiry?
While appraisal frameworks such as CASP, JBI, MMAT, and GRADE-CERQual have become widely adopted, there is increasing concern that critical appraisal is being reduced to a procedural exercise in checklist completion rather than a process of scholarly judgment. This workshop challenges participants to move beyond the mechanics of appraisal toward a more nuanced understanding of research quality.
Central Question
When we critically appraise qualitative research, are we evaluating compliance with standards, or are we making informed judgments about the production of knowledge?
Session One: What Do We Mean by Quality in Qualitative Research?
Exploring competing traditions, methodological values, and the challenge of universal quality criteria.
Session Two: The Politics and Philosophy of Critical Appraisal
Examining trustworthiness, rigor, post-qualitative critiques, and the philosophical foundations of appraisal.
Session Three: Appraisal Frameworks as Tools, Not Truths
Interrogating CASP, JBI, MMAT, COREQ, SRQR, and GRADE-CERQual as methodological instruments rather than unquestioned authorities.
Session Four: Appraising Evidence Synthesis
Moving from study quality to confidence in findings through methodological limitations, coherence, relevance, and adequacy.
Session Five: Critical Appraisal in the Age of Artificial Intelligence
Investigating transparency, reflexivity, accountability, and interpretive responsibility in AI-enhanced inquiry.
Final Reflection
Good qualitative research is not identified by the number of boxes it ticks, but by the persuasiveness, transparency, coherence, and intellectual contribution of the knowledge it produces.
Full presentation slides, notes and activities are available on www.vleresearch.net
- Critically examine competing conceptions of quality in qualitative research.
- Understand the philosophical assumptions underlying major appraisal frameworks.
- Evaluate the strengths and limitations of contemporary appraisal tools.
- Distinguish between methodological rigor and methodological conformity.
- Apply critical appraisal tools while exercising scholarly judgment.
- Assess qualitative evidence synthesis findings with greater methodological confidence.
- Reflect on how AI technologies may reshape notions of research quality, transparency, and trustworthiness.
Pedro Bem-Haja
University of Aveiro (PT)
António Pedro Costa
Faculty of Psychology and Educational Sciences, University of Porto (PT)
Incerteza Reflexiva na Análise Qualitativa com Inteligência Artificial
This session will be delivered in Portuguese. Translated captions will be available. // Esta sessão será conduzida em português. Estarão disponíveis legendas traduzidas.
O curso propõe uma introdução prática e crítica ao Reflexive Uncertainty Framework (RUF), um enquadramento metodológico voltado para a análise qualitativa de dados em contextos de colaboração entre investigadores humanos e sistemas de Inteligência Artificial. O RUF parte da ideia de que a incerteza produzida por modelos probabilísticos não deve ser tratada apenas como erro, ruído ou limitação técnica. Pelo contrário, pode tornar-se uma evidência analítica relevante, sobretudo quando revela ambiguidades, tensões interpretativas ou divergências entre a leitura humana e a classificação automática. Neste sentido, o curso pretende capacitar os participantes para reconhecer, documentar e interpretar zonas de incerteza geradas durante processos de codificação qualitativa com apoio de IA, promovendo uma postura reflexiva, crítica e metodologicamente responsável.
O curso abordará os fundamentos do RUF e a sua relação com o modelo AbductivAI, destacando o papel da IA como apoio à análise, mas não como substituto do julgamento humano. Serão exploradas as três dimensões principais do framework: a classificação probabilística dos dados, a identificação de zonas de ambiguidade interpretativa e a elaboração de comentários reflexivos pelo investigador. A partir de exemplos práticos, os participantes irão observar como diferentes categorias podem apresentar resultados próximos, exigindo uma análise crítica do contexto, das justificações produzidas pela IA e da decisão interpretativa final.
Abertura e enquadramento teórico | 30 min
Apresentação do problema: o uso crescente de IA na análise qualitativa e o risco de transformar classificações probabilísticas em certezas automáticas. Introdução ao RUF e à sua importância para a investigação qualitativa, particularmente em contextos educativos, sociais e interpretativos.
Apresentação do modelo RUF | 45 min
Exploração das três dimensões do framework:
- classificação probabilística;
- identificação de zonas de ambiguidade;
- produção de comentário reflexivo.
Será usado um exemplo simples de codificação em que duas categorias aparecem com probabilidades próximas, exigindo uma decisão interpretativa fundamentada.
Exercício prático em grupos | 60 min
Os participantes recebem excertos curtos de dados qualitativos e uma tabela com classificações simuladas ou geradas por IA.
Objetivos
O curso tem como objetivo geral preparar os participantes para aplicar o RUF como estratégia de análise crítica, reflexiva e transparente em processos de investigação qualitativa assistidos por IA. Objetivos específicos:
- Compreender o conceito de incerteza reflexiva na análise qualitativa com IA;
- Distinguir entre classificação probabilística, ambiguidade interpretativa e comentário reflexivo;
- Identificar zonas de tensão entre categorias analíticas produzidas por modelos de IA;
- Promover uma utilização ética, crítica e human-in-the-loop da IA em investigação qualitativa;
- Aplicar o RUF a um exemplo práticos de codificação, categorização e interpretação de dados textuais;
- Reforçar a transparência metodológica em processos de coanálise humano–IA.
Resultado esperado
No final do curso, os participantes deverão ser capazes de fazer uma primeira exploração do RUF para transformar a incerteza num recurso metodológico, produzindo análises qualitativas mais transparentes, críticas e epistemologicamente responsáveis. O foco não será automatizar a interpretação, mas tornar visíveis os momentos em que a interpretação exige julgamento humano, negociação de sentido e explicitação reflexiva.