In the introduction chapter Nind captures the state of the art of pedagogy for social research methods and locates the handbook within it. In explaining the challenge of developing a pedagogical research culture in this arena she argues that the handbook represents a landmark. The chapter explains the decision-making behind what is included in the volume and how it is structured. It celebrates that research methods learning happens in different contexts, including the learning spaces of research projects, textbooks, online resources and doctoral supervisions, and the enthusiasm of its authors for working with the inherent challenges and opportunities. Nind also explains three models or frameworks for understanding research methods pedagogy and applies them to show the contribution the handbook makes. First is Hammersley’s model of the teaching-research relationship and discussion of the bases of pedagogy in research and practice. Second is the conceptual-empirical typology of approach, strategy, tactics and tasks and discussion of how all, and the flow between them, are addressed across the handbook. Third is the concept of pedagogical content knowledge and the nature of this that the handbook contributors are developing and sharing. The chapter concludes with a brief summary of the ongoing deliberations in what is becoming an important field.
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Front Matter
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Part I: Teaching and learning social research methods in the classroom
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Part II: Teaching and learning social research methods online
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Part III: Teaching and learning social research methods in the field and other contexts
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Back Matter
