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
185-201
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
3 March 2020
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Nind, Melanie
(2020)
A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods.
Oxford Review of Education, 46 (2), .
(doi:10.1080/03054985.2019.1644996).
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
More information
Accepted/In Press date: 11 July 2019
e-pub ahead of print date: 9 August 2019
Published date: 3 March 2020
Additional Information:
Funding Information:
I am grateful to researchers Debbie Collins, Daniel Kilburn, Sarah Lewthwaite and Rose Wiles who worked on this project and to the teachers and learners of research methods who have all contributed to the study and to my thinking. The research was funded by the Economic and Social Research Council grant ES/L008351/1 and conducted within the National Centre for Research Methods.
Publisher Copyright:
© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
pedagogy; higher education; pedagogical content knowledge; research methods education
Identifiers
Local EPrints ID: 432503
URI: http://eprints.soton.ac.uk/id/eprint/432503
ISSN: 0305-4985
PURE UUID: 7f5c50d2-64b7-4003-bce0-39c240542c7d
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Date deposited: 17 Jul 2019 16:30
Last modified: 16 Mar 2024 08:01
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