Literaturnachweis - Detailanzeige
Autor/inn/en | Nind, Melanie; Lewthwaite, Sarah |
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Titel | A Conceptual-Empirical Typology of Social Science Research Methods Pedagogy |
Quelle | In: Research Papers in Education, 35 (2020) 4, S.467-487 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Nind, Melanie) ORCID (Lewthwaite, Sarah) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0267-1522 |
DOI | 10.1080/02671522.2019.1601756 |
Schlagwörter | Social Science Research; Research Methodology; Research Training; Teaching Methods; Classification; Foreign Countries; College Instruction; Graduate Study; United Kingdom; United States; South America; Europe; Africa Social scientific research; Sozialwissenschaftliche Forschung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Ausland; Hochschullehre; Aufbaustudium; Graduiertenstudium; Hauptstudium; Großbritannien; USA; Südamerika; Europa; Afrika |
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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |