Following the success of Workpackage 5 Pedagogy of Methodological Learning study, research into the pedagogy of social research methods continues in the latest phase of NCRM. This is led by NCRM co-director, Melanie Nind (Professor of Education, University of Southampton).
The key elements are:
1. A systematic review of the pedagogic literature published between 2014 and 2020 to identify:
- the pedagogic approaches and strategies employed in the teaching of social science research methods that are discussed in the literature;
- the rationale for the selection of approaches and strategies, including what teachers and students value about them; and
- evidence of the effectiveness of those approaches and strategies.
2. Development of evidence-led pedagogic resources and training for NCRM trainers and other teachers of social research methods.
3. Teacher inquiry projects in which methods teachers/trainers research their own practice and NCRM provides support and links to other similar projects and relevant pedagogic research.
4. Building a network of colleagues who are interested in researching pedagogy for social research methods (see call for chapters for the Handbook below).
Call for chapters: Handbook of Teaching and Learning Social Research Methods
Melanie Nind, co-director of the National Centre for Research Methods and Professor of Education at the University of Southampton UK, is inviting contributions to a forthcoming Handbook of Teaching and Learning Social Research Methods, to be published by Edward Elgar.
This handbook considers the challenge of teaching and learning social research methods and includes a mix of close-to-practice and wider research on the topic. The volume will have breadth, spanning disciplines, nations, qualitative, quantitative mixed methods and more, thereby being comprehensive in scope. While social science is central, teaching and learning social research methods in related health, arts and humanities disciplines will be included. The Handbook follows an extended programme of pedagogic research within the National Centre for Research Methods and is a further development in enriching the pedagogic culture around social research methods.
Structure: The editor’s introduction to the Handbook will present Nind and Lewthwaite’s conceptual-empirical typology of research methods pedagogy as the interweaving of approach, strategy, tactics and tasks, and it will point to how various chapters contribute differently in relation to these. The remainder is in three parts to represent the different contexts at work:
I. Teaching and learning research methods in the classroom
II. Teaching and learning research methods online
III. Teaching and learning research methods in the field and other contexts
The Handbook will comprise 25-30 chapters that, together, will form a benchmark volume in the field. It will make the argument that pedagogy matters, that we can do better with educating social researchers, and that there is a body of work gathered in the Handbook to support teachers and learners of research methods in their work.
Audience: The Handbook is intended to be of practical use to anyone engaged in research methods education. It will also be of interest to scholars in the field of education/pedagogy and to social scientists more widely. It is anticipated that the audience will be interested in such topics as: teaching innovative research methods; experimenting with new software; teaching and learning collaboratively; developing theoretically-informed pedagogic resources; addressing particular challenges such as statistics anxiety or the move to working entirely online during the Covid-19 crisis; embedding social justice perspectives; hearing learner perspectives; and developing teacher knowledge. Ultimately, readers will want to know how people teach or learn as they do and why, and to appreciate that what they find in the Handbook is based on trustworthy research.
Invitation: People developing and researching pedagogy in social research methods are invited to propose a chapter for one of the three parts. Each chapter will be a maximum of 8,000 words including reference. All chapters will be peer reviewed and contributing authors are encouraged to join in with the peer review process, also aiding cross-chapter connections to be made. If you are interested in contributing to this Handbook, please send a 300-word abstract together with up to six keywords and a 100-word biography for each author by 15 January 2021. If the abstract is accepted (with revisions where necessary), the full paper will be required within 12 months. Acceptance of the abstract at the proposal stage does not mean an automatic acceptance of the chapter following peer review. The abstract, keywords and biography should be sent to M.A.Nind@soton.ac.uk.