Article by Sarah Lewthwaite and Melanie Nind, NCRM, University of Southampton (MethodsNews Spring 2015)
The NCRM Pedagogy of Methodological Learning project investigates the distinctive pedagogic demands of teaching advanced and innovative research methods. This involves pursuit and development of the emergent pedagogic cultures identified by recent scholarship.
Reviews of the literature paint a picture of a haphazard and under-developed discourse around the pedagogy of methodological learning in which teachers of methods cannot inform their practice by calling upon a substantial body of literature characterised by systematic debate, investigation and evaluation of teaching and learning. As a result, there is reliance on peers, trial-and-error and methodological know-how rather than pedagogic knowledge informed by theory or research. However, findings from a more recent thematic review suggest that there is an emerging pedagogical dialogue regarding teaching for active, experiential and reflexive forms of learning of research methods.
NCRM researchers have been seeking to enrich the dialogue around research methods pedagogy. Interviews and focus groups with specialist methodologists and teachers of methodology identified some of the key pedagogical challenges involved with building capacity in social science research methods. Evidence and collective wisdom pertaining to the teaching of advanced research methods in short course form identified distinct pedagogic challenges – from diverse learner groups and the practicalities of teaching with data, to the challenge of structuring and sequencing course content within an intensive period. This work has led to the creation of new materials aiming to support and stimulate pedagogic practice, including an NCRM Report and the first in our series of NCRM Quick Start Guides. It has also informed the development of our current project The Pedagogy of Methodological Learning.
Questions remain: How can we stimulate wider dialogue on the nature of pedagogy for research methods? How can we ensure that methodological skills are enhanced and expanded through finely tuned learning experiences rather than the ‘more-of-the-same’ approach frequently characterised by Training and Capacity Building discourses? These point, once again, to the need to build the pedagogical culture around research methods. The obvious vehicle for this is pedagogic research. To this end our three-year study deploys complementary research components; (i) employing an expert panel method for dialogue with international experts and leading methods teachers; (ii) using a mixed-media diary method with methods learners for documenting their engagement with methods courses, texts, online materials, mentors and other learning experiences over an extended 30 month period; and (iii) conducting case studies of innovation in pedagogy and method for exploring what might be possible.
Our aim is to work in dialogue with research methods teachers/learners and the capacity-building community to enable robust responses to the pedagogical challenges of this field. If you would like to take part in one of the research components then please make contact.