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Situating pedagogies: researching the teaching and learning of advanced qualitative research methods

Situating pedagogies: researching the teaching and learning of advanced qualitative research methods
Situating pedagogies: researching the teaching and learning of advanced qualitative research methods
This paper reports developments in new research investigating the teaching and learning of advanced research methods in the social sciences. Based on expert panel interviews with international expert teachers of qualitative methods, we observe pedagogic approaches that characterize advanced qualitative teaching and discuss methods designed to both examine and spur development of pedagogical culture in this nascent field. This paper reports our early findings, elucidating the connections between pedagogy, method, processes, approaches and reflectivity. We argue that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the insights generated can form the knowledge and understanding required to enhance pedagogical culture and practice. Whilst qualitative methods might dictate pedagogical structure to some extent, we find that methods alone are insufficient as a pedagogic guide
pedagogy, teaching qualitative research methods, pedagogic culture, expert panel method, qualitative research
108-112
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) Situating pedagogies: researching the teaching and learning of advanced qualitative research methods. 1st International Symposium on Qualitative Research, Portugal. 12 - 13 Jul 2016. 5 pp, pp. 108-112.

Record type: Conference or Workshop Item (Paper)

Abstract

This paper reports developments in new research investigating the teaching and learning of advanced research methods in the social sciences. Based on expert panel interviews with international expert teachers of qualitative methods, we observe pedagogic approaches that characterize advanced qualitative teaching and discuss methods designed to both examine and spur development of pedagogical culture in this nascent field. This paper reports our early findings, elucidating the connections between pedagogy, method, processes, approaches and reflectivity. We argue that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the insights generated can form the knowledge and understanding required to enhance pedagogical culture and practice. Whilst qualitative methods might dictate pedagogical structure to some extent, we find that methods alone are insufficient as a pedagogic guide

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More information

Accepted/In Press date: 18 May 2016
Published date: 9 July 2016
Venue - Dates: 1st International Symposium on Qualitative Research, Portugal, 2016-07-12 - 2016-07-13
Keywords: pedagogy, teaching qualitative research methods, pedagogic culture, expert panel method, qualitative research
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 398079
URI: https://eprints.soton.ac.uk/id/eprint/398079
PURE UUID: fd8bb03a-cb17-42ad-8208-68f30f555404
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: 18 Jul 2016 09:14
Last modified: 06 Jun 2018 12:43

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