A Conceptual-Empirical Typology of Social Science Research Methods Pedagogy

Autor/inn/en	Nind, Melanie; Lewthwaite, Sarah
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01