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A conceptual-empirical typology of social science research methods pedagogy

A conceptual-empirical typology of social science research methods pedagogy
A conceptual-empirical typology of social science research methods pedagogy
The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of approach, strategy, tactics and tasks. In-depth case studies helped to gain nuance and test the emergent typology in situ. The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection.
research methods pedagogy, typology, teaching approach, teaching strategy
0267-1522
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 (2019) A conceptual-empirical typology of social science research methods pedagogy. Research Papers in Education. (doi:10.1080/02671522.2019.1601756).

Record type: Article

Abstract

The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of approach, strategy, tactics and tasks. In-depth case studies helped to gain nuance and test the emergent typology in situ. The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection.

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Typology_Accepted manuscript - Accepted Manuscript
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Accepted/In Press date: 7 March 2019
e-pub ahead of print date: 11 April 2019
Keywords: research methods pedagogy, typology, teaching approach, teaching strategy

Identifiers

Local EPrints ID: 429202
URI: https://eprints.soton.ac.uk/id/eprint/429202
ISSN: 0267-1522
PURE UUID: 2cd0b538-3cba-4257-a329-fb9bd8d042d9
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513
ORCID for Sarah Lewthwaite: ORCID iD orcid.org/0000-0003-4480-3705

Catalogue record

Date deposited: 22 Mar 2019 17:30
Last modified: 30 Jul 2019 00:35

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