Reconceptualizing and the Matter of Paradigms
Bibliographic Data
| ID | 4306723 |
|---|---|
| Authors | William H Schubert (corresponding author) |
| Year | 1989 |
| Volume | 40 |
| Issue | 1 |
| Pages | 27-32 |
| Publication date | 1989-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718904000107 |
| OpenAlex | W2119793011 |
| Language | EN |
| Citations received | 1 |
| References cited | 13 |
Schubert observes that emergent recon ceptualization in teacher education has roots in curriculum studies and in dis course about paradigms of inquiry that has at least a 25 year history in natural sciences, humanities, social sciences, and professional studies. He explores hermeneutic and critical strands of re conceptualization from curriculum liter ature and delineates questions raised for the critique of the empirical-analytic paradigm
Conceptualization · Curriculum · Curriculum development · Curriculum studies · Epistemology · Linguistics · Pedagogy · Social science · Sociology · Educational Philosophies and Pedagogies · Educator Training and Historical Pedagogy · Philosophy · Teacher Education and Leadership Studies
The quest for certainty
Criticism and the Growth of Knowledge
Teacher Education and the Politics of Engagement
Teaching Student Teachers to Reflect
The structure of scientific revolutions
Science, Curriculum, and Liberal Education
Social Class and the Hidden Curriculum of Work
Teachers as Intellectuals
Critical Theory and Rationality in Citizenship Education
Teacher as Stranger
Erkenntnis und Interesse
Practicing Phenomenological Writing
Edifying theory
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |