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Multi-paradigmatic Transformative research as/for teacher education: An integral perspective

Taylor, P.C., Taylor, E. and Luitel, B.C. (2011) Multi-paradigmatic Transformative research as/for teacher education: An integral perspective. In: Fraser, B.J., Tobin, K. and McRobbie, C.J., (eds.) Second International Handbook of Science Education. Springer Netherlands, pp. 373-387.

Link to Published Version: http://dx.doi.org/10.1007/978-1-4020-9041-7_26
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Abstract

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.

Item Type: Book Chapter
Publisher: Springer Netherlands
Copyright: 2011 Springer Science+Business Media B.V.
Other Information: Volume 24 of the series Springer International Handbooks of Education
URI: http://researchrepository.murdoch.edu.au/id/eprint/36636
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