Title
Training teachers for research: The scientific statute of educational research
Document Type
Article
Publication Date
1-1-2010
Publication Title
Magis
Abstract
This article examines the issue of scientific research within the framework of the hermeneutic and critical epistemological approaches. These two approaches, by allowing social sciences to take distance from the positivist model, have opened a fertile new space to reconsider education as a knowledge production field that can be determined by the teachers themselves. Unlike research which focuses on education to produce knowledge on this field and that is constructed from theoretical perspectives that are not anchored in teaching, teacher research can reach the same consistency and legitimacy by developing its object of study in its deep relation with the practice itself. In this context, the article discusses hermeneutic and critical approaches as epistemological frameworks for teacher research and seeks to establish the difference between research in education and teacher research.
Volume
3
Issue
5
First Page
53
Last Page
62
ISSN
20271174
Recommended Citation
Herrera-González, José Darío, "Training teachers for research: The scientific statute of educational research" (2010). Scopus Unisalle. 652.
https://ciencia.lasalle.edu.co/scopus_unisalle/652
Identifier
SCOPUS_ID:84860495119