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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Research Methods in Education

Date of Publication

February 2nd 2021

Target Group


Domain Area

Teacher Education

Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Guiding resources (online course/book)

Linguistic Features



Critical Thinking


This is an introductory course for Hungarian and non-Hungarian (ERASMUS) students who have to take part in educational research or have to write academic essays on pedagogy. The course is for students who are in the 2nd year of their studies (out of 3 years of degree course). The course is 24 hrs (one term) and compulsory for future teachers (classroom teachers, pre-school teachers and students who attend infant and early childhood education courses). The presented course material contains the syllabus, compulsory and recommended readings (bibliography)and also links of online available periodicals about the topics. The course is usually (not in pandemic times) a seminar, where students can discuss the syllabus topics one by one. The aim of the course is to make to student familiar with educational research and its academic vocabulary, methodologies by presenting samples and providing tasks to try in practice. This is the basic course for future teachers to acquire the language of pedagogy. The syllabus deals with the general characteristic features of academic articles on pedagogy, critical reading and interpretation, what is a hypothesis and how to make a research plan.

Case study

Students of 15, primary school classroom teachers attended the course this spring term (2021). The course was online because of pandemics. The syllabus went from topic to topic weekly (see link). During the course every student took part in creating a research plan in groups (each group was given a different pedagogic problem). The result of group work was presented in front of the whole course. They also had to make up a research plan of their own for their final essay. We can see the group plans and the individual plans as course documents on the course online site.
Students find the course useful and quite enthusiastic as they know they will need the acquired knowledge and skills of wording pedagogical problems in the near future.
(information from the course leader)


- guidelines from the course leader is necessary
- students’ feedback sheet needs to be created
- course leader needs to take care of student talking time so that the course should not turn into lecturing
- cooperative learning techniques are to be used throughout the course


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The course needs good command of English (C1), but with general B2 level of English and some background knowledge on pedagogy with hard work it can be successfully completed in a seminar form.
Website of the Teaching Source: