ERIC Number: ED311010
Record Type: RIE
Publication Date: 1989-Mar
Shifting Social Science Conceptions of Research: The Possibility of the Practical Argument in Teacher Education.
New research programs on teaching have examined teacher thinking, reflective teaching, and the possibility of teachers using practical arguments in their teaching. The changes in educational research have their basis in social science conceptions of research, which have shifted through the years. The shift from logical positivism to a more ecologic naturalistic theory of research has led to an increased interest in teacher cognitive processes. This paper is based on the belief that teachers' beliefs, desires, and intentions are as equally important as their behaviors. It proceeds under the belief that the research perspective which takes these cognitive variables completely into account will be the one of most help to teachers and teacher education. The hypothesis of the paper is that the study of teacher cognitive processes, and especially the study of the use of practical arguments by teachers, can only now, as a result of the shifting social science conceptions, be seriously considered. (JD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).