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Learning as researchers and teachers: the development of a pedagogical culture for social science research methods

Learning as researchers and teachers: the development of a pedagogical culture for social science research methods
Learning as researchers and teachers: the development of a pedagogical culture for social science research methods
In light of calls to improve the capacity for social science research within UK higher education, this article explores the possibilities for an emerging pedagogy for research methods. A lack of pedagogical culture in this field has been identified by previous studies. In response, we examine pedagogical literature surrounding approaches for teaching and learning research methods that are evident in recent peer-reviewed literature. Deep reading of this literature (as opposed to systematic review) identifies different but generally complementary ways in which teachers of methods seek to elucidate aspects of the research process, provide hands-on experience and facilitate critical reflection. At a time when the advancement of research capacity is gaining prominence, both in the academy and in reference to the wider knowledge economy, this paper illustrates how teachers of methods are considering pedagogical questions and seeks to further stimulate debates in this area.
social science research methods education, research capacity, pedagogic culture, student\-centred learning
0007-1005
191-207
Kilburn, Daniel
a133eba7-2658-4952-8768-4e4e71690bf7
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Wiles, Rose
5bdc597b-716c-4f60-9f45-631ecca25571
Kilburn, Daniel
a133eba7-2658-4952-8768-4e4e71690bf7
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Wiles, Rose
5bdc597b-716c-4f60-9f45-631ecca25571

Kilburn, Daniel, Nind, Melanie and Wiles, Rose (2014) Learning as researchers and teachers: the development of a pedagogical culture for social science research methods. British Journal of Educational Studies, 62 (2), 191-207. (doi:10.1080/00071005.2014.918576).

Record type: Article

Abstract

In light of calls to improve the capacity for social science research within UK higher education, this article explores the possibilities for an emerging pedagogy for research methods. A lack of pedagogical culture in this field has been identified by previous studies. In response, we examine pedagogical literature surrounding approaches for teaching and learning research methods that are evident in recent peer-reviewed literature. Deep reading of this literature (as opposed to systematic review) identifies different but generally complementary ways in which teachers of methods seek to elucidate aspects of the research process, provide hands-on experience and facilitate critical reflection. At a time when the advancement of research capacity is gaining prominence, both in the academy and in reference to the wider knowledge economy, this paper illustrates how teachers of methods are considering pedagogical questions and seeks to further stimulate debates in this area.

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e-pub ahead of print date: 26 June 2014
Published date: June 2014
Keywords: social science research methods education, research capacity, pedagogic culture, student\-centred learning

Identifiers

Local EPrints ID: 366424
URI: http://eprints.soton.ac.uk/id/eprint/366424
ISSN: 0007-1005
PURE UUID: e9c1ff4f-80e0-410b-aad4-f3a1b9bf0da2
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

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Date deposited: 01 Jul 2014 13:25
Last modified: 12 Nov 2019 01:47

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