Dealing with Emotions in Qualitative Teaching Research Projects

Occasions, Challenges and Design Possibilities

Abstract

This article focuses on the dealing with emotions in qualitative research. The starting point is the idea that emotions are an integral part of qualitative hermeneutic processes of understanding, which can be made accessible through reflexivity. The aim of teaching qualitative research is, among other things, the socialization into a qualitative worldview and attitude. Teaching research projects are a suitable format, both for socialization and – in the course of this – for the reflexive exploration of research-related emotions on the part of the students. In our article we distinguish and systematize researchand teaching-setting-related from field-related occasions in which emotions can become relevant and challenging. At the same time, we consider design possibilities and requirements of student research and learning processes with regard to making emotions perceptible and processing them reflexively. Requirements for teachers in the design of emotion-sensitive spaces that consciously shape the diverse demands on novices are presented, as well as qualitative methodologies and methods that can be applied to the reflection of emotions.