ABSTRACT
Social research methods have been taught in a systematic and widespread way within Western academia for much of the past century. With increasing demands facing the social research community – whether from funders, universities, or the public – building and sustaining the methodological capacity to navigate challenging and unfamiliar empirical terrain is becoming ever more important. Yet despite this, to date the teaching and learning of research methods has occupied a comparatively marginal position within broader methodological discussions in the social sciences. In this special issue on developments of pedagogical knowledge in social research methods, established researchers from a range of social science disciplines, international contexts, and methodological orientations engage with questions of how research methods are taught and learnt.
