Research methods teaching in vocational environments: developing critical engagement with knowledge?

Hdl Handle:
http://hdl.handle.net/10545/620695
Title:
Research methods teaching in vocational environments: developing critical engagement with knowledge?
Authors:
Gray, Claire; Turner, Rebecca; Sutton, Carole; Petersen, Carolyn; Stevens, Sebastian; Swain, Julie; Esmond, Bill ( 0000-0002-9689-0807 ) ; Schofield, Cathy; Thackeray, Demelza
Abstract:
Knowledge of research methods is regarded as crucial for the UK economy and workforce. However, research methods teaching is viewed as a challenging area for lecturers and students. The pedagogy of research methods teaching within universities has been noted as underdeveloped, with undergraduate students regularly expressing negative dispositions to the subject. These are challenges documented in university-based higher education (HE), yet little is known of the practices and pedagogies of research methods teaching in the college-based HE setting, where the delivery of HE has grown in prominence in recent years. Because college-based HE is widely regarded as primarily vocational, incorporating research methods into curricula may be seen as an additional level of complexity for staff to negotiate. In this article, we report on the data collected within a study to examine research methods teaching in social science disciplines on HE programmes taught in college-based settings in England. Drawing on data obtained from college-based HE lecturers and students, we discuss features of research methods teaching and how these may be applied with a diverse student body, within vocationally focused institutions. Issues of institutional culture, resourcing and staff development are also considered as these are identified as integral to the successful embedding of research methods teaching.
Affiliation:
University of Derby
Citation:
C. Gray, R. Turner, C. Sutton, C. Petersen, S. Stevens, J. Swain, B. Esmond, C. Schofield & D. Thackeray (2015) Research methods teaching in vocational environments: developing critical engagement with knowledge?, Journal of Vocational Education & Training, 67:3, 274-293, DOI: 10.1080/13636820.2015.1050443
Publisher:
Taylor Francis
Journal:
Journal of Vocational Education & Training
Issue Date:
2015
URI:
http://hdl.handle.net/10545/620695
DOI:
10.1080/13636820.2015.1050443
Additional Links:
http://www.tandfonline.com/doi/full/10.1080/13636820.2015.1050443
Type:
Article
Language:
en
ISSN:
1363-6820; 1747-5090
Appears in Collections:
Institute of Education

Full metadata record

DC FieldValue Language
dc.contributor.authorGray, Claireen
dc.contributor.authorTurner, Rebeccaen
dc.contributor.authorSutton, Caroleen
dc.contributor.authorPetersen, Carolynen
dc.contributor.authorStevens, Sebastianen
dc.contributor.authorSwain, Julieen
dc.contributor.authorEsmond, Billen
dc.contributor.authorSchofield, Cathyen
dc.contributor.authorThackeray, Demelzaen
dc.date.accessioned2016-11-03T16:29:54Z-
dc.date.available2016-11-03T16:29:54Z-
dc.date.issued2015-
dc.identifier.citationC. Gray, R. Turner, C. Sutton, C. Petersen, S. Stevens, J. Swain, B. Esmond, C. Schofield & D. Thackeray (2015) Research methods teaching in vocational environments: developing critical engagement with knowledge?, Journal of Vocational Education & Training, 67:3, 274-293, DOI: 10.1080/13636820.2015.1050443en
dc.identifier.issn1363-6820-
dc.identifier.issn1747-5090-
dc.identifier.doi10.1080/13636820.2015.1050443-
dc.identifier.urihttp://hdl.handle.net/10545/620695-
dc.description.abstractKnowledge of research methods is regarded as crucial for the UK economy and workforce. However, research methods teaching is viewed as a challenging area for lecturers and students. The pedagogy of research methods teaching within universities has been noted as underdeveloped, with undergraduate students regularly expressing negative dispositions to the subject. These are challenges documented in university-based higher education (HE), yet little is known of the practices and pedagogies of research methods teaching in the college-based HE setting, where the delivery of HE has grown in prominence in recent years. Because college-based HE is widely regarded as primarily vocational, incorporating research methods into curricula may be seen as an additional level of complexity for staff to negotiate. In this article, we report on the data collected within a study to examine research methods teaching in social science disciplines on HE programmes taught in college-based settings in England. Drawing on data obtained from college-based HE lecturers and students, we discuss features of research methods teaching and how these may be applied with a diverse student body, within vocationally focused institutions. Issues of institutional culture, resourcing and staff development are also considered as these are identified as integral to the successful embedding of research methods teaching.en
dc.language.isoenen
dc.publisherTaylor Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/13636820.2015.1050443en
dc.rightsArchived with thanks to Journal of Vocational Education & Trainingen
dc.subjectWidening participationen
dc.subjectFoundation degreesen
dc.subjectResearch based curriculaen
dc.subjectHigher educationen
dc.subjectFurther educationen
dc.titleResearch methods teaching in vocational environments: developing critical engagement with knowledge?en
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalJournal of Vocational Education & Trainingen
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