Pedagogy in Social Science Research Methods
Learning Social Science
Research Methods: Let’s Talk
Pedagogy
Melanie Nind
What we have in store
•
Data and questions from the NCRM study of
methods pedagogy and beyond
•
Input from methods teachers, learners,
researchers, methodologists and you – in all our
multiple identities!
•
Provocative questions and discussion
•
Probably not many answers!
2
•
It is not: just teaching but it ‘incorporates
theories, beliefs, policies and controversies that
inform and shape it’ (Alexander 2000, 540)
•
It is not: just the traditionally more explicit
dimensions such as the specified curriculum, the
learning outcomes sought, the assessment
approaches – it is also the tacit, the often hidden
from view, the silences, the absences and the
usually invisible (Nind, Curtin & Hall in press)
What is pedagogy?
Defining it
•
‘the act of teaching together with its attendant
discourse’ (Alexander 2009, 11)
•
‘A choice of pedagogy inevitably communicates a
conception of the learning process and the
learner. Pedagogy is never innocent. It is a
medium that carries its own message.’ (Bruner
1996: 63)
4
Thinking about pedagogy
•
pedagogy as specified
•
pedagogy as enacted
•
pedagogy as experienced
•
pedagogy as hard to know
•
multiple pedagogies
Key references
•
Alexander, R. 2000.
Culture and Pedagogy: International
Comparisons in Primary Education,
Oxford: Blackwell.
•
Alexander, R. 2009. Pedagogy, Culture and the Power of
Comparison, in H. Daniels, H. Lauder and J. Porter (eds),
Educational Theories, Cultures and Learning: A Critical Perspective
,
10 – 26, Abingdon: Routledge.
•
Bruner, J. 1996.
The Culture of Education
, Cambridge, MA: Harvard
University Press.
•
Nind, M., Curtin, A. & Hall, K. in press,
Research Methods for
Pedagogy.
London: Bloomsbury.
Delve into the multifaceted realm of pedagogy in social science research methods, as discussed by Melanie Nind. Discover the complexities beyond traditional teaching methods, including theories, beliefs, and hidden dimensions shaping the learning process. Engage in thought-provoking questions and discussions challenging conventional notions of pedagogy.
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Presentation Transcript
Learning Social Science Research Methods: Let s Talk Pedagogy Melanie Nind
What we have in store Data and questions from the NCRM study of methods pedagogy and beyond Input from methods teachers, learners, researchers, methodologists and you in all our multiple identities! Provocative questions and discussion Probably not many answers! 2
What is pedagogy? It is not: just teaching but it incorporates theories, beliefs, policies and controversies that inform and shape it (Alexander 2000, 540) It is not: just the traditionally more explicit dimensions such as the specified curriculum, the learning outcomes sought, the assessment approaches it is also the tacit, the often hidden from view, the silences, the absences and the usually invisible (Nind, Curtin & Hall in press)
Defining it the act of teaching together with its attendant discourse (Alexander 2009, 11) A choice of pedagogy inevitably communicates a conception of the learning process and the learner. Pedagogy is never innocent. It is a medium that carries its own message. (Bruner 1996: 63) 4
Thinking about pedagogy pedagogy as specified pedagogy as enacted pedagogy as experienced pedagogy as hard to know multiple pedagogies
Key references Alexander, R. 2000. Culture and Pedagogy: International Comparisons in Primary Education, Oxford: Blackwell. Alexander, R. 2009. Pedagogy, Culture and the Power of Comparison, in H. Daniels, H. Lauder and J. Porter (eds), Educational Theories, Cultures and Learning: A Critical Perspective , 10 26, Abingdon: Routledge. Bruner, J. 1996. The Culture of Education , Cambridge, MA: Harvard University Press. Nind, M., Curtin, A. & Hall, K. in press, Research Methods for Pedagogy. London: Bloomsbury.
