Innovations in teaching social work research

Hardcastle, David A.; Bisman, Cynthia

doi:10.1080/02615470309131

Cited by 50 publications

(27 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…esearch around teaching research methods has pointed to the complexities of teaching such courses, particularly as they involve introducing new terminology, procedures and practices (Ball & Pelco, 2005) to students who may have limited exposure to and interest in the research process. The literature on teaching research methods has highlighted a tension between teaching research courses for students interested solely in the consumption of research versus the production of research (Hardcastle & Bisman, 2003). Moreover, there remains little consensus around what teaching research methods should actually entail (Early, 2014).…”

Section: Introductionmentioning

confidence: 99%

Graduate Students’ Construction of Researcher Identities Explored Through Discourse Analysis

Davis

Lester

2016

QRE

View full text Add to dashboard Cite

While many research methods courses challenge students to make sense of their own researcher identities as they relate to research paradigms and perspectives, there is a lack of research that examines how students actually go about constructing theses identities, particularly at the level of discourse. In this study, we attended to graduate students’ talk in an introductory research methods course, taking note of how students used particular discursive resources to construct a research identity in online classroom discussions. We analyzed 93 discussion posts students were asked to make in response to a discussion board prompt after completing assigned readings related to research paradigms and researcher identity. We identified two discursive patterns through our analysis: 1) minimizing knowledge, and 2) justifying paradigmatic orientations. Our findings highlight how being asked to talk about one’s research identity is a potentially fragile task, as evidenced by disclaimers of ‘knowing’, and one that evokes justifications and connections to students’ everyday lives. We highlight implications for the teaching of research methodology, particularly qualitative methods courses.

show abstract

Section: Introductionmentioning

confidence: 99%

Graduate Students’ Construction of Researcher Identities Explored Through Discourse Analysis

Davis

Lester

2016

QRE

View full text Add to dashboard Cite

show abstract

“…Keywords: social work education; pedagogies; research education; Indigenous knowledge; social work; research minded practice; skills teaching Unlike teaching other social work methods, teaching research methodology to social work students can be rather difficult and challenging because of the apprehensions in the minds of both the teacher and the taught (Hardcastle and Bisman, 2003;MacIntyre and Paul, 2012;Fish, 2015;Newman and McNamara, 2016). The real purpose of research in social work, as an evidence-base for policy and practice decisions, begins to dawn in the minds of social workers after some experience in the field and after acquiring a broader and more inclusive world-view; and understanding the interconnectedness of everything we do with some form of research activity, however rudimentary that might be.…”

Section: Introductionmentioning

confidence: 99%

“…The reflections are embedded in a social justice and human rights framework, privileging the educators' unique social and cultural contexts and their commitment to engage with indigenous knowledge. The authors recommend effective social work research education requires the educator to draw on a deep understanding of their own context, as well as globally accepted research traditions.Particularly, we encourage research teachers to adopt student-centred approaches that emphasise a broad 'research mindedness' (in their students and themselves), building students' practical capacities and confidence to become effective, research informed practitioners; capable of contributing to their own communities and to the social work profession more broadly.Keywords: social work education; pedagogies; research education; Indigenous knowledge; social work; research minded practice; skills teaching Unlike teaching other social work methods, teaching research methodology to social work students can be rather difficult and challenging because of the apprehensions in the minds of both the teacher and the taught (Hardcastle and Bisman, 2003;MacIntyre and Paul, 2012;Fish, 2015;Newman and McNamara, 2016). The real purpose of research in social work, as an evidence-base for policy and practice decisions, begins to dawn in the minds of social workers after some experience in the field and after acquiring a broader and more inclusive world-view; and understanding the interconnectedness of everything we do with some form of research activity, however rudimentary that might be.…”

mentioning

confidence: 99%

Teaching research methods to social work students in India and Australia: reflections and recommendations

Ponnuswami

Harris

2017

Social Work Education

View full text Add to dashboard Cite

This paper draws on the reflections of two social work educators who have, for many years taught research methods to undergraduate and postgraduate social work students in India and Australia. The intent is to suggest measures for enhancing the quality of social work research education. The reflections are embedded in a social justice and human rights framework, privileging the educators' unique social and cultural contexts and their commitment to engage with indigenous knowledge. The authors recommend effective social work research education requires the educator to draw on a deep understanding of their own context, as well as globally accepted research traditions.Particularly, we encourage research teachers to adopt student-centred approaches that emphasise a broad 'research mindedness' (in their students and themselves), building students' practical capacities and confidence to become effective, research informed practitioners; capable of contributing to their own communities and to the social work profession more broadly.Keywords: social work education; pedagogies; research education; Indigenous knowledge; social work; research minded practice; skills teaching Unlike teaching other social work methods, teaching research methodology to social work students can be rather difficult and challenging because of the apprehensions in the minds of both the teacher and the taught (Hardcastle and Bisman, 2003;MacIntyre and Paul, 2012;Fish, 2015;Newman and McNamara, 2016). The real purpose of research in social work, as an evidence-base for policy and practice decisions, begins to dawn in the minds of social workers after some experience in the field and after acquiring a broader and more inclusive world-view; and understanding the interconnectedness of everything we do with some form of research activity, however rudimentary that might be. With considerable experience of teaching research methodology to social work students and supervising doctoral research, the authors reflected critically on the pedagogical issues, practical realities, cultural biases and

show abstract

“…Hands-on assignments and team-based work are described as essential for fostering learning that is interesting, authentic, and connected to the real world and students' own lived experiences (Harder, 2010;Hyde & Meyer, 2004;Knee, 2002). Steinberg and Vinjamuri (2014) explain that this type of course design comes closest to Hardcastle and Bisman's (2003) "research as practice methodology" model for teaching research as contrasted with the "educated consumer of research" and the "practitioner scientist" models (p. 32).…”

mentioning

confidence: 99%