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What is Pedagogic Research? Strategies and Approaches Dr Jennifer Hill Associate Professor of Teaching and Learning in Geography National Teaching Fellow.

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Presentation on theme: "What is Pedagogic Research? Strategies and Approaches Dr Jennifer Hill Associate Professor of Teaching and Learning in Geography National Teaching Fellow."— Presentation transcript:

1 What is Pedagogic Research? Strategies and Approaches Dr Jennifer Hill Associate Professor of Teaching and Learning in Geography National Teaching Fellow How to build personal capacity for pedagogic research in the GEES disciplines UWE Bristol, 3 May 2012

2 1. Establishing the context Questions Who here undertakes pedagogic research? How do you know you are doing it - what defines it? Where would you position yourself on a line according to the extent to which you agree / disagree with the statement: I believe that pedagogic research should be a key component of the strategy of any HEI aspiring for an outstanding reputation for its teaching ? Strongly agree Strongly disagree

3 2. What is pedagogic research? original investigation into teaching and learning (yours and others) no different from any other form of research: 'Systematic and sustained enquiry, planned and self-critical, which is subjected to public criticism' Stenhouse (1985: 18) highest level of pedagogic investigation: peer reviewed and leading to public knowledge distinguished from pedagogic development of professional practitioners

4 LevelPurpose of investigation: Evidence gathering methods and conclusions will be: Investigation results in: 1 To inform oneselfVerified by selfPersonal knowledge 2To inform a group within a shared context Verified by those within the same context Local knowledge 3To inform a wider audience Verified by those outside of that context Public knowledge Relationship between research and other forms of investigation (Ashwin & Trigwell, 2004: 122) 1 = Scholarly (reflective approach to practice); 2 = Scholarship; 3 = Research

5 3. Why undertake pedagogic research? Intrinsic factors: enables us to test whether our teaching is effective and our students are learning: evidence-based practice Higher education will benefit if those who teach enquire into the effects of their activities on their students learning (Ramsden 1992: 5) enables us to evaluate teaching and learning processes/contexts; teacher and learner experiences; teaching and learning outcomes in HE maintains our teaching currency: 21st century pedagogies for higher education

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7 Extrinsic factors: REF? Pedagogic research is recognised by Main Panels B and C all major disciplines have pedagogic journals – ample scope for publication leads to peer recognition/reward ? leads to institutional recognition/reward ?

8 4. Strategic considerations for pedagogic research From institution to individual: what level of strategic support is / should be offered to PedR and how can this be achieved? the most significant of the processes for enhancing quality is the reward for teaching excellence, for both individuals and departments (Gibbs 1995) should pedagogic research be disciplinary or inter- disciplinary? how do I link with educationalists - build PedR communities? who defines what research topics are pertinent?

9 5. Pedagogic research – how do we do it? Establish aim/goal of the project Establish theoretical underpinnings Decide on appropriate research methods Gather empirical evidence Reflect on findings (in light of literature) Communicate results to others

10 (Morón-García & Willis 2009)

11 6. Key approaches to pedagogic research Research aimsApproachComments Describe; explore and understand what is happening Case study Uses multiple sources of data to provide a picture of a 'case' and how it operates in context. Cases may be groups of students, the institution, a subject area... Solve a problem understand and improve practice Action research A highly practical approach that is deeply embedded in everyday practice; could be seen as a systematizing of the everyday efforts undertaken by teachers to improve their students' learning experience. Cyclical: identify and analyse a problem; develop an action plan to improve the situation; implement the plan; observe the effects of the action; reflect on these; repeat the cycle for further improvement. Evaluate; understand what works Quasi-experimental studies; theory-based evaluation Explores the impact of programmes or activities on participants, organizations, policies. What works, where and how?


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