Research methodology courses in advanced studies in education: trends from the Portuguese case

The identification and characterisation of all course syllabus on research
methodologies in education in advanced studies in education allows to present the
current Portuguese teaching and learning scenario in this field for the first time.
The approach for the development of this empirical work was a national survey of
all master's and doctoral programmes in education and in teaching, coding and
translating the information. The data collected was validated with the respective
higher education institution, the master or doctoral coordinator and the teacher
responsible for the research methods teaching. A qualitative based methodology
through descriptive statistical analysis enables a presentation of trends in the
design and organisation of the course syllabus. The results show a research
knowledge that is fragmented and not clear. The descriptions of course syllabus
undervalue the epistemological and methodological issues inherent in the
construction of scientific knowledge in education. Privilege is given to the
operationality of the methodology with a view to developing a scientific project.