MIXED METHODS: CHALLENGES IN RESEARCH TEACHING

This study addresses the teaching of mixed methods research to pre-service teachers in the sixth semester of a public Ecuadorian university. The need for research emerged from a curriculum change that shifted the tradition of conducting research solely with a qualitative approach and limited knowledge of statistical data handling among students. The course covered convergent and sequential mixed designs: explanatory and exploratory, which required moving beyond the concept of triangulation and integrating the qualitative research methods that students were already familiar with, such as action research or case studies, with these new approaches. The institutional curricular structure required the development of educational materials for the mathematics field during the academic year, leading students to conduct a research project in this area.

The objective of the study was to identify the main challenges in teaching mixed methods. Therefore, the methodological design was based on action research over one academic period, utilizing participant observation records and tracking student progress (26) and research groups (5). The collected data revealed that the primary difficulties in introducing students to mixed designs were related to the epistemological perspective of research, particularly the understanding of pragmatism, in contrast with the interpretive or transformative orientation of their previous learning experiences. The analysis of the records was complemented by documentary analysis, particularly of institutional and curricular documents, which highlighted the need for further changes in the curriculum to support mixed methods teaching, such as introducing statistical foundations and reinforcing research courses in the early years of study.

In conclusion, the teaching of mixed methods research involves systemic complexity that goes beyond simply combining quantitative and qualitative data. It requires guiding learners to identify the motivations behind methodological decisions based on the study context, objectives, the study's contribution, and the available time for research.