Paradigm shift in teacher education research在教师教育研究范式的转变.pptVIP

Paradigm shift in teacher education research Bal Chandra Luitel School of Education, Kathmandu University Presented at the first annual meeting of Teacher Educators’ Society – Nepal (TESON) on 27th December 2004. Areas of teacher education research Change Pedagogy, Pedagogical content knowledge, Pedagogical perspectives Semiotics of classroom arrangement, Diversity management in our classroom Making inclusive pedagogy, Reconciling multiple identities Metaphors of teaching and teachers’ practices Ontological beliefs and their influence in teaching practices, My epistemology of teaching and practice, Many more… The old paradigm Probing approach of research in teacher education Reality-as-externally-controlled notion of pedagogical perspectives: Experimental research, control of variables, focus on transmission model of teaching Focus on knowledge base of teaching rather than transferability and constructability of knowledge Focus on what rather than how Prescriptive, impositional, external interventionism and value-free research. The old paradigm: The canon of singular world Existing Nepali Teacher Education Research Probing, probing and once again probing Focus on achievement, counting student heads; crisis in conceptualizing the notion of achievement; performance or achievement?? Actually, very few degree-oriented research has a focus on teaching practices. They also capture only the slice of classroom lives. Scholarly work in teacher education research is in limelight Prescriptive and impositional approach to pedagogical subscription in teacher education research Nepali Teacher education research FoE M.Ed research: Focus on achievement tests, opinionare: KUSOED: Also focus on substantially easily accessible data rather than layered and interpretive data; gradually moving ahead on interpretive approach to research Consultancy-oriented research: Severe lack of scholarly enterprise. Canon of Research, report and recommendations. Individual lev