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ERIC Number: ED457209
Record Type: Non-Journal
Publication Date: 2001
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Legend of the Qualitative/Quantitative Dualism: Implications for Research in Technology and Teacher Education.
Tellez, Kip
The discipline of teacher education and technology is poised to leave poor research behind and to remove the false wall between qualitative and quantitative methods of describing, predicting, and controlling education. The arguments used by Dewey early in the century against the dualisms of his day are still powerful and have a bearing on the qualitative/quantitative dualism (QQD). Dewy insisted that the world does not exist in a binary mode. Modern theorists who argue for the primacy of quantitative data over qualitative data have made a mistake made by Kant more than 300 years ago, that of the distinction between analytic and synthetic truths. Quantitative researchers may argue that numbers bring the researcher closer to the truth than qualitative inquiry, but quantitative research actually depends on a very few ambiguous words to describe its findings. Much of educational research is tied to the QQD, but there is no reason that those working in teacher education and technology research must subscribe to previous categories. Alternative vocabularies can be created to help preservice teachers engage in their own research questions that result in their own stories and their self-descriptions of what they hope to become as teachers. The vocabularies created by the QQD limit researchers' and teachers' ways of discovery. (Contains 18 references.) (SLD)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A