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The pedagogy of methodological learning (Lewthwaite & Nind, 2016) is disadvantaged by a lack of resources for research method teaching (Wagner et al., 2011), so that teaching research is typically characterized by peer support, trial-and-error, and the gradual acquisition of methodological know-how (Earley, 2014). Learning how to do research often involves a learning-by-doing approach, since formal courses involve generic methodological knowledge for students or novice researchers, which may not fit into specific contexts, research purposes or the methods followed.

The critical self-reflective voice of researchers at work in the chapters of our book can function much like a peer’s self-critical reflection on own research, to contribute to others’ vicarious understanding of the method (Mayes et al., 2002). Researchers’ experiences form a compelling critical reflection, not only for themselves, but also for others’ learning.