Developing Students Autonomy And Self-Regulation Thought A Co-Teaching Research Methods Experience

Janeiro, Maria G. Fabregas; González, Martha Letícia Gaeta

doi:10.19030/cier.v8i1.9059

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…By this means, the pedagogical challenges that one instructor can encounter in their practices will be minimised because they will have peers to support them. The same results are highlighted by other studies claiming that the co-teaching of pedagogical practices can enhance students' learning [60]. Co-teaching [60] or peer collaboration in teaching [49] in RME has been revealed as a valuable learning tool for students [60] as well for instructors in their professional development [49].…”

Section: Critical Engagements Through Pedagogical Practices Of Peer C...supporting

confidence: 63%

Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

et al. 2023

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This study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are constantly reported to hold negative attitudes towards research methods courses, apparently due to instructors’ pedagogical difficulties, which translate into restricted understandings of methodological knowledge. Several misunderstandings between learners and teachers are identified which call for action towards the construction of a research-based scientific culture that will lead to inclusive pedagogical practices in which teachers and learners act as researchers.

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Section: Critical Engagements Through Pedagogical Practices Of Peer C...supporting

confidence: 63%

Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

et al. 2023

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Teaching Research Methodologies in Education: Teachers’ Pedagogical Practices in Portugal

Freitas,

Matos,

Piedade

et al. 2024

Open Education Studies

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Despite the several mismatches of methodological understanding between teachers and students in higher education, research methodologies in education are a relatively common pedagogical practice in most European advanced courses in education. However, only some studies have shown what pedagogical practices are mobilised by the teachers with their specific scientific conceptions. This article presents and discusses the results of an extensive research study conducted in Portugal with all the teachers involved in teaching research methodologies on master’s and doctoral programmes in education. The results show the personal and professional characteristics of the teachers involved in this teaching and the type of senses, decisions, and challenges experienced when teaching research methodologies. The study identifies and characterises the research culture generated by the different pedagogical practices in this scientific field. Based on the results, we argue that the teachers’ scientific conceptions and pedagogical practices may be developed by a “peer authorial construction of research understanding,” aiming to provide appropriate educational experiences to students in research methodologies courses in advanced studies in education.

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Research Supervision in Higher Education

Chasokela,

Maradze

2024

Advances in Higher Education and Professional Development

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This chapter explores the concept of research supervision in higher education, focusing on the roles and responsibilities of supervisors, the supervisory relationship, and the key factors that impact the effectiveness of research supervision. The chapter starts by defining research supervision and its significance for supervisors and supervisees. It then delves into the complex dynamics of the supervisory relationship, examining the different roles and responsibilities of supervisors, the importance of communication and feedback, and the challenges that can arise in this relationship. Finally, the chapter provides practical guidance and strategies for enhancing the effectiveness of research supervision, drawing on current research and best practices in the field.

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Developing Students Autonomy And Self-Regulation Thought A Co-Teaching Research Methods Experience

Cited by 3 publications

References 15 publications

Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

Teaching Research Methodologies in Education: Teachers’ Pedagogical Practices in Portugal

Research Supervision in Higher Education

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