Pedagogy paradigms

 Digital accessibility is a topic that spans across several disciplines, often making it assumed as complex to teach or perceived as a multifaceted area to pedagogically navigate (Ref).

The interdisciplinary nature means it can be viewed from several perspectives or categorised in terms of conceptual awareness around disabilities, procedural knowledge or technical skills (Ref) all of which can be researched and analysed in a number of ways.
In the pedagogical teaching and learning context this can further be broken down as pedagogy as planned, pedagogy as enacted or pedagogy as experienced (ref). These categorisations prove valuable to help guide the lens of the research, or to help provide a framework for exploring how data can be meaningfully gathered and measured.

Depending on your perspective pedagogy can be defined as the science, craft or art of teaching (Ref). It is fundamentally concerned with what people perceive to be meaningful, important or relevant as they engage in teaching related activity, especially to develop competence, construct knowledge and expertise in a practice.

Pedagogical research from the science perspective starts from the premise of applying accepted theory to measure and record teaching practices or implementation to elucidate best practice (P.55). This perspective doesn’t question the constructed nature of knowledge.
Science - positivist.

Pedagogical research that focuses on the craft of teaching is centred on action oriented knowledge used by teachers in their classroom settings. The knowledge is very much situated from the point of view of the teacher and based upon their own experiences and how their practice can be understood or improved. It heavily relies on how teachers view their personal practices and how their own values interact to develop and apply teaching knowledge (P.59).
Interpretive.

Pedagogy research as an art pays more attention to the interactions between teachers, learners and stakeholders sharing an interest in the process of teaching and learning. It more heavily appreciates the imagination, emotion, expression and creativity in the relationships forged in the teaching and learning context. It is driven by the essence of a particular shared lived experience for those involved, such as depictions of interactions, conversations and relational elements of understanding through and between the individuals and actors within a community of practice or classroom environment.
Social constructivist.

This study will be primarily from an interpretive and socially constructed perspective to capture the very essence of the human construct of the classroom experience and the understanding of teaching and learning of the multiple disciplines within the topic digital accessibility skills and awareness. It also intends to gather some more measurable comparative data, therefore utilising all of these research lenses to gather meaning, making it more post-positive in nature.
Triangulation.