Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods

Abstract

Developments in pedagogical knowledge in the teaching of social research methods have largely been generated through teachers reflecting on their practice. This paper presents an alternative approach to generating data through reflective dialogue between researchers, teachers and learners. The approach incorporates elements of video stimulated recall and reflective dialogue within focus group interviewing. The rationale and affordances are discussed in relation to the goals of discussing teachers' pedagogical decision-making and learners' experience of, and response to, various pedagogical practices. The context is a study of capacity-building short courses in advanced social science research methods, specifically courses on: multi-modal analysis, computer-assisted qualitative data analysis software, multi-level modelling, and systematic review. The paper examines the methodological challenges of capturing the everyday realities of methods classrooms for teachers and learners and the affordances of using dialogue on observed teaching sessions to gain further insight into each other's thinking and action. It concludes with lessons learned about methodological and pedagogical processes and an argument about the value of bringing methods and standpoints together in creative dialogue.

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

“…In this sense, they demonstrate strong content knowledge (a knowledge of method), but, as Nind et al (2015b) observe, they do not necessarily have the pedagogic knowledge (including that specific to the subject matter, pedagogic content knowledge, (Shulman, 1986)) associated with excellent learning experiences. For the purposes of sharing pedagogic experience and insight, it was therefore necessary to recruit participants with both teaching and methodological expertise who could share their pedagogical content knowledge.…”

Hard to teach: inclusive pedagogy in social science research methods education

“…We used video-stimulated recall, reflection and dialogue to draw out that which is hard to know in pedagogy: the ingrained, unconscious and implicit (Nind, Kilburn, and Wiles 2015). This involved focus groups of methods teachers and learners looking back together on video excerpts of a teaching event immediately afterwards.…”

Using video-stimulated recall to understand teachers' perceptions of teaching and learning in the classroom setting

“…TIMSS video study) teachers gain opportunities to learn about effective practices (Hatch & Grossman, 2009) and new instructional strategies (Sherin & Han, 2004). The effects of watching classroom videos are also demonstrated in relation to teachers' motivation, activation of prior knowledge (Lemke, 2007;Nind, Kilburn & Wiles, 2015) and noticing areas of their own teaching about which they were previously unaware (Tripp & Rich, 2012;Zhang, Lundeberg, Koehler & Eberhard, 2011). In particular, it has been shown that when teachers observe their own video-recorded teaching, they tend to activate contextualized knowledge 167 TEACHERS' PERCEPTIONS OF TEACHING AND LEARNING IN THE CLASSROOM SETTINGS about their classroom and their teaching (Borko et al, 2008;Seidel, Stürmer, Blomberg, Kobarg, & Schwindt, 2011).…”