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A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods

A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods
A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods
This paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it in research methods education where it has not been previously used. It asks how experienced social science research methods teachers, who know their subject (method) well, teach advanced social research methods to others. Drawing on a wider, multi-method qualitative study conducted in the UK, the paper shows the participating teachers’ orientation to teaching methods and how they combine knowledge of content and pedagogy in generic and distinctive PCK. It shows specifically their use of data for translating methods to become readily knowable for students. The case is made for identifying PCK through dialogic means as a vehicle for stimulating attention to the pedagogical dimension within policy-critical efforts to build research capacity.
pedagogy; higher education; pedagogical content knowledge; research methods education
0305-4985
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef

Nind, Melanie (2019) A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods. Oxford Review of Education. (In Press)

Record type: Article

Abstract

This paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it in research methods education where it has not been previously used. It asks how experienced social science research methods teachers, who know their subject (method) well, teach advanced social research methods to others. Drawing on a wider, multi-method qualitative study conducted in the UK, the paper shows the participating teachers’ orientation to teaching methods and how they combine knowledge of content and pedagogy in generic and distinctive PCK. It shows specifically their use of data for translating methods to become readily knowable for students. The case is made for identifying PCK through dialogic means as a vehicle for stimulating attention to the pedagogical dimension within policy-critical efforts to build research capacity.

Text
A new application for PCK_Nind_eprints - Accepted Manuscript
Restricted to Repository staff only until 11 January 2021.
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More information

Accepted/In Press date: 11 July 2019
Keywords: pedagogy; higher education; pedagogical content knowledge; research methods education

Identifiers

Local EPrints ID: 432503
URI: https://eprints.soton.ac.uk/id/eprint/432503
ISSN: 0305-4985
PURE UUID: 7f5c50d2-64b7-4003-bce0-39c240542c7d
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 17 Jul 2019 16:30
Last modified: 20 Jul 2019 00:57

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