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Teaching research methods in the social sciences: expert perspectives on pedagogy and practice

Teaching research methods in the social sciences: expert perspectives on pedagogy and practice
Teaching research methods in the social sciences: expert perspectives on pedagogy and practice
Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice
research methods, teaching, learning, pedagogic culture, expert panel method
0007-1005
413-430
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef

Lewthwaite, Sarah and Nind, Melanie (2016) Teaching research methods in the social sciences: expert perspectives on pedagogy and practice. British Journal of Educational Studies, 64 (4), 413-430. (doi:10.1080/00071005.2016.1197882).

Record type: Article

Abstract

Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice

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More information

Accepted/In Press date: 20 May 2016
e-pub ahead of print date: 28 June 2016
Published date: 28 June 2016
Keywords: research methods, teaching, learning, pedagogic culture, expert panel method
Organisations: Southampton Education School, Social Sciences

Identifiers

Local EPrints ID: 395589
URI: https://eprints.soton.ac.uk/id/eprint/395589
ISSN: 0007-1005
PURE UUID: 18c290a8-7fb0-4b06-a364-777a01f1f3ca
ORCID for Sarah Lewthwaite: ORCID iD orcid.org/0000-0003-4480-3705
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 01 Jun 2016 14:45
Last modified: 15 Aug 2019 05:28

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