Teaching research methods: Pedagogy of Methodological Learning - Professor Melanie Nind

Summary

In this insightful video, Melanie Nind discusses the pedagogy of teaching research methods, emphasizing its complexities beyond mere instruction. Collaborating with Sarah Lewthwaite, the study explores pedagogical content knowledge through various research methods, including expert panels and focus groups. Nind highlights the necessity of dialogue among methods teachers, asserting that pedagogical research fosters deeper understanding and reflection. The video sets the stage for a series of practical resources aimed at enhancing research methods teaching, encouraging educators to move beyond trial and error and engage with a robust evidence base for informed decision-making.

Takeaways

• 📚 Pedagogy is more than just teaching; it encompasses values, meanings, and the underlying culture of teaching practices.
• 🔍 The study on the pedagogy of methodological learning aims to explore and enhance the teaching of research methods.
• 🤝 The research highlights the need for a community among methods teachers to share challenges, resources, and ideas.
• ⚠️ Without pedagogical research, teaching relies on trial and error, leading to uninformed practices and limitations in teaching styles.
• 🧠 Pedagogical content knowledge is crucial; it combines content knowledge with pedagogical skills to improve teaching effectiveness.
• 📽️ Video-stimulated recall was used as a method to analyze teaching practices closely and understand the rationale behind decisions.
• 📝 A methods learning diary circle was implemented, allowing learners to reflect on their experiences and support each other's learning.
• 🌍 The study involved diverse methodologies, including expert panels, focus groups, and case studies, to gain comprehensive insights.
• 🔄 The findings offer guidance for methods teachers, moving beyond simplistic tips to foster deeper discussions about teaching practices.
• 📊 A substantial data set from over 70 methods teachers and 80 learners across various methodologies underpins the study's conclusions.

Q & A

What is the primary focus of Melanie Nind's video?

The video focuses on teaching research methods, particularly the pedagogy of methodological learning.

How does the video define 'pedagogy'?

Pedagogy is described as more than just teaching; it encompasses the underlying values, meanings, and cultures that influence teaching and learning.

What are the three dimensions of pedagogy discussed in the video?

The three dimensions are pedagogy as specified, enacted, and experienced.

Why is the teaching of research methods considered underexplored?

It is underexplored because there's an assumption that teaching research methods is straightforward, often leaving teachers to work without adequate support or dialogue.

What did the study aim to generate among methods teachers?

The study aimed to generate dialogue and a culture of discussing pedagogical challenges among methods teachers.

What risks are associated with lacking pedagogical research in teaching methods?

Without pedagogical research, teachers may rely on trial and error or repeat methods they experienced as students, limiting their teaching effectiveness.

What is 'pedagogical content knowledge'?

Pedagogical content knowledge combines content knowledge of research methods with pedagogical knowledge to effectively teach specific content.

What methods were employed in the study to gather data?

The study used expert panels, focus groups, video-stimulated recall, a methods learning diary circle, and case studies.

How did the methods learning diary circle contribute to the study?

It provided insights into learners' experiences outside structured teaching, fostering community and peer support among participants.

What was the significance of the two case studies in the research?

The case studies helped to synthesize the findings by exploring specific contexts of teaching quantitative and ethnographic research methods.