Teaching visual methods using performative storytelling, reflective practice and learning through doing

Visual images percolate our everyday lives, visual technologies are increasingly accessible and affordable, and visual methods are at the forefront of methodological innovation. If psychology students are to capitalise on these exciting developments, visual methods teaching needs to be integrated into 'mainstream' qualitative methods training. This report offers an example of how this has been done through the use of three pedagogical practices, namely performative storytelling, modelling reflective practice, and learning through doing. It describes how these practices inform the authors' teaching of visual methods, gives an example of how these have been applied, and offers suggestions to the reader for other ways of developing these principles in practice.