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