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Methods that teach: developing pedagogic research methods, developing pedagogy

Methods that teach: developing pedagogic research methods, developing pedagogy
Methods that teach: developing pedagogic research methods, developing pedagogy
This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These ‘methods that teach’ are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly ‘hard to know’ and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped.
pedagogic content knowledge, Pedagogic content knowledge, pedagogic culture, research methods teaching, higher education pedagogy, dialogic methods, transformative methods, higher education pedagogy, pedagogic culture, research methods teaching
1743-727X
1-23
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88

Nind, Melanie and Lewthwaite, Sarah (2018) Methods that teach: developing pedagogic research methods, developing pedagogy International Journal of Research and Method in Education, pp. 1-23. (doi:10.1080/1743727X.2018.1427057).

Record type: Article

Abstract

This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These ‘methods that teach’ are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly ‘hard to know’ and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped.

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More information

Accepted/In Press date: 17 November 2017
e-pub ahead of print date: 22 January 2018
Keywords: pedagogic content knowledge, Pedagogic content knowledge, pedagogic culture, research methods teaching, higher education pedagogy, dialogic methods, transformative methods, higher education pedagogy, pedagogic culture, research methods teaching

Identifiers

Local EPrints ID: 417519
URI: https://eprints.soton.ac.uk/id/eprint/417519
ISSN: 1743-727X
PURE UUID: 4c9cf5d2-cc23-4893-af0e-c9c928b6476d
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513
ORCID for Sarah Lewthwaite: ORCID iD orcid.org/0000-0003-4480-3705

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Date deposited: 01 Feb 2018 17:31
Last modified: 01 Feb 2018 17:31

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