Abstract
ABSTRACTThis paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it in research methods education where it has not been previously used. It asks how experienced social science research methods teachers, who know their subject (method) well, teach advanced social research methods to others. Drawing on a wider, multi-method qualitative study conducted in the UK, the paper shows the participating teachers’ orientation to teaching methods and how they combine knowledge of content and pedagogy in generic and distinctive PCK. It shows specifically their use of data for translating methods to become readily knowable for students. The case is made for identifying PCK through dialogic means as a vehicle for stimulating attention to the pedagogical dimension within policy-critical efforts to build research capacity.
Highlights
This paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it in research methods education where it has not been previously used
This paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it to social science research methods pedagogy in higher education where it has not been previously used
While PCK is about translating CK or subject matter knowledge (SMK) to become knowable to students, researching PCK involves a process of translation to make it knowable
Summary
This paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it to social science research methods pedagogy in higher education where it has not been previously used. I discuss the contribution of the Pedagogy of Methodological Learning study to knowledge of how experienced methods teachers teach advanced social research methods to others. 9) recognised that good teachers came to understand which were ‘the most powerful analogies, illustrations, examples, explanations, and demonstrations’ for making subject knowledge comprehensible. It is this knowledge that differentiates science teachers from scientists (Lee & Luft, 2008) or in my case, research methods teachers from researchers or methodologists. While the concept has evolved, this core idea has been pivotal in
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