Research on teacher education: more and more focused and less and less argued? Typological explorations of a crossed movement

  • Manuel Perrenoud
  • Alain Muller
Keywords: Link between research-training; typology; scale choices; discursive modalities; description; argumentation Verhältnis zwischen Forschung und Bildung; Typologie; Auswahl der Bewertungsskala; diskursive Modalitäten; Beschreibung; Argumentation Lien recherche-formation ; typologie ; choix d’échelle ; modalités discursives ; description ; argumentation Legame ricerca-formazione; tipologia; scelta della scala; modalità discorsive; descrizione; argomentazione

Abstract

This contribution proposes a classification of a limited corpus of texts (from the RSSE between 2000 and 2019) which focus on the relationship between research in education and teacher training. A paradox is highlighted: over the years, an increase in epistemological pretensions to describe a normative link between research and training is noted while, at the same time, the argumentative content decreases. Seeking to conceptualise and interpret this development, the authors of this retrospective synthesis suggest that the dominant concerns of of educational research have themselves shifted in scale.

Published
2021-04-14
How to Cite
Perrenoud, M., & Muller, A. (2021). Research on teacher education: more and more focused and less and less argued? Typological explorations of a crossed movement. Swiss Journal of Educational Research, 43(1), 51–68. https://doi.org/10.24452/sjer.43.1.5