Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective
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 ran...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Book Chapter |
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Springer
2012
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| Online Access: | http://link.springer.com/chapter/10.1007/978-1-4020-9041-7_26 http://hdl.handle.net/20.500.11937/20211 |
| _version_ | 1848750243814834176 |
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| author | Taylor, Peter Taylor, Elisabeth Luitel, Bal |
| author2 | Barry J. Fraser |
| author_facet | Barry J. Fraser Taylor, Peter Taylor, Elisabeth Luitel, Bal |
| author_sort | Taylor, Peter |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T07:33:44Z |
| format | Book Chapter |
| id | curtin-20.500.11937-20211 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:33:44Z |
| publishDate | 2012 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-202112023-02-02T07:57:39Z Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective Taylor, Peter Taylor, Elisabeth Luitel, Bal Barry J. Fraser Kenneth Tobin Campbell J. McRobbie 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. 2012 Book Chapter http://hdl.handle.net/20.500.11937/20211 http://link.springer.com/chapter/10.1007/978-1-4020-9041-7_26 Springer restricted |
| spellingShingle | Taylor, Peter Taylor, Elisabeth Luitel, Bal Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective |
| title | Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective |
| title_full | Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective |
| title_fullStr | Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective |
| title_full_unstemmed | Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective |
| title_short | Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective |
| title_sort | multi-paradigmatic transformative research as/for teacher education: an integral perspective |
| url | http://link.springer.com/chapter/10.1007/978-1-4020-9041-7_26 http://hdl.handle.net/20.500.11937/20211 |