Abstract
This paper aims to identify and discuss what constitutes a research-based pedagogical culture in teaching research methods courses in master’s and doctoral programs in education. The discussion draws on empirical results of a set of five focus group interviews with teachers responsible for teaching research methods courses in educational programs in higher education institutions in Portugal. Data are analyzed and interpreted within a situated learning framework that acknowledges the relevance of creating social learning spaces which accommodate the variety of students. The article closes with a characterization of what could be a research-based pedagogical culture in teaching research methods in advanced studies in education in the near future.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
