Emerging Signature Pedagogy for Social Science Research Methods: Recent and Significant Developments

The argument has been made that there is an underdevelopment of a pedagogical culture for social science research methods education and a lack of a body of knowledge for research methods teachers to use. This paper revisits this argument and the early signs of optimism surrounding sound evidence and principles that are in use, recognised and researched. Drawing on the research work of the author and knowledge of the wider field, it brings the evidence up to date and illustrates the pace and extent of developments in understanding and making explicit pedagogy for social research methods. This includes discussion of policy priorities and what counts as research evidence in education. The case is made that not only is there a healthy pedagogical research culture now, but that a signature pedagogy for research methods education is emerging and helping to define the subfield.