Over the years I have enjoyed conducting a range of research projects into various aspects of education. Some of these have been funded through the EU or various research councils, but I think the most enjoyable have been those where I have just followed a particular interest that has emerged from my work as a musician and teacher. Many of these small-scale pieces of research have used the methodology of case study. My interest in case study began during my PhD, when I conducted case studies within my teaching (see Dunwich Revisited and Reflecting Others for examples).
On our PGCE course, our students have to undertake a range of assignments. One of these (we call it the Curriculum Development Assignment) is just about to be started. In the assignment, as the name suggests, students have to research a particular area of their subject’s curriculum, devise a unit of work, teach it and analyse the consequences for their teaching and their students’ learning during their second, substantive, teaching placement.
Do to this effectively, we encourage students to utilise a simple research methodology like case study to structure their work. I say simple, but I’ve found case study to be a very engaging and at times complex research methodology. But at its simplest, it is easy to explain and to begin using. Tomorrow, I get to work with our fantastic group of PGCE students on our two music PGCE courses, and the Schools Direct course too, and help them prepare for this assignment.
Using two metaphors drawn from Magritte’s work (including The Field Glass shown at the beginning of this post) and Miles Davis’ Kind of Blue, we will explore how case study can be used within a simple case study project like those that I did for my PhD and for those like the students will be conducting over the next few months. If you want to find out more about what we are going to consider, you can download my notes for this session here.