“…There is an abundance of scholarship on teaching qualitative research in higher education within diverse contexts and a variety of fields. As examples, published works offer teachers of qualitative research advice on best practice (Swaminathan & Mulvihill, 2018; Wagner et al, 2019) often specifically within online learning environments (Bender & Hill, 2016; Phillips et al, 2021), narratives with pedagogical guidance on qualitative inquiry from experienced researchers (Castell et al, 2022; Roulston et al, 2018; Ulmer et al, 2019), and encouragement for instructors to expand their pedagogical thinking outside of the “typical” to encourage diverse ways of thinking in both themselves and their students (Beuving & DeVries, 2020; Guyotte & Kuntz, 2018; Roulston & Bhattacharya, 2018). There also exists robust literature involving the theorizing of qualitative inquiry as a series of practices and processes extending from philosophical assumptions and values (Freeman, 2017; Jackson & Mazzei, 2012; Preissle & deMarrais, 2015).…”