Learning by Teaching: Embodied Adaptations of a Qualitative Research Methods Teacher

This article consists of two reflective memos written by a qualitative research methods teacher in the process of her teaching. The first memo discusses the challenges and strategies (such as immersion-reflection) of the teacher in her teaching of case study approach, which, unlike grounded theory, is more difficult to teach for lack of prescribed methods and procedures. The second memo examines how the teacher can keep a mentality as an "empty cup", keeping a balance between presuppositions and generative happenings in teaching case study method, and change the teaching plan according to the needs of the students. By sharing these experiences and reflections, the author hopes to help teachers and students of case study method to understand the complexity and uncertainty of the issues concerned, so as to make adequate adaptations and improvements according to their own specific contexts.