Book chapter
Multi-paradigmatic Transformative research as/for teacher education: An integral perspective
Second International Handbook of Science Education, pp.373-387
Springer Netherlands
2011
Abstract
How can science education research constitute an empowering form of professional development that generates essential higher-order skills for personally tackling the global eco-cultural crises of the twenty-first century? In this chapter, we argue that graduate research schools need to provide a range of epistemologies for novice researchers to engage in transformative learning about their own professional practices. Epistemological pluralism involves multiple research paradigms – interpretivism, criticalism, postmodernism. We outline the characteristics of these relatively new paradigms, consider how their methods can be combined, and illustrate how one such hybrid research method – critical auto|ethnography – has been employed by transformative culture studies researchers. We conclude by proposing an integral perspective which is inclusive of all research paradigms.
Details
- Title
- Multi-paradigmatic Transformative research as/for teacher education: An integral perspective
- Authors/Creators
- P.C. Taylor (Author/Creator) - Curtin UniversityE. Taylor (Author/Creator) - Curtin UniversityB.C. Luitel (Author/Creator) - Kathmandu University
- Contributors
- B.J. Fraser (Editor)K. Tobin (Editor)C.J. McRobbie (Editor)
- Publication Details
- Second International Handbook of Science Education, pp.373-387
- Publisher
- Springer Netherlands
- Identifiers
- 991005540540507891
- Copyright
- 2011 Springer Science+Business Media B.V.
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Book chapter
- Additional Information
- Volume 24 of the series Springer International Handbooks of Education
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