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Encyclopedia of Teacher Education pp 1–6Cite as

Contemporary Methodological Approaches of Teacher Education Balanced Against the Perspective of the Design and Innovation

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Introduction

Educational research is emphasizing the role of innovation in teacher education. To increase innovation, the first step – scientifically and methodologically speaking – should be to investigate not just teachers (teachers’ assumptions and beliefs when interacting) but researchers when they are to investigate teachers. Contemporary research perspectives on this matter work under a clear-cut paradigm, looking for teacher’s practical assumptions and tacit knowledge; ruled by this paradigm, we find three methodological perspectives: (1) naturalistic, (2) descriptive, and (3) non-methodological solution (Penalva 2019). This paper analyzes main methodological assumptions and shortcomings underlying these prevalent perspectives. It suggests next that the perspective of the science of the design along with the rationality of action (SCD&RAC) offers a more consistent and useful framework when we are looking for innovation in teacher education.

Naturalistic Methodology

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References

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Authors and Affiliations

  1. Independent Consultant, London, UK

    José Penalva

Authors
  1. José Penalva
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Correspondence to José Penalva .

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Editors and Affiliations

  1. WMIER, The University of Waikato WMIER, Hamilton, Waikato, New Zealand

    Michael A. Peters

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Penalva, J. (2019). Contemporary Methodological Approaches of Teacher Education Balanced Against the Perspective of the Design and Innovation. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_371-1

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  • DOI: https://doi.org/10.1007/978-981-13-1179-6_371-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1179-6

  • Online ISBN: 978-981-13-1179-6

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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