Training the Educator for Methodological Alternatives and Paradigm Changes in Education
Training the Educator for Methodological Alternatives and Paradigm Changes in Education

Summary/Abstract: The paradigm of alternatives in the methodology of education is essential for the training of the teacher because it meets the needs and expectations of the contemporary education. The teacher must be aware of several traditional and current models and then, on the basis of critical analyses of the real context, using his creativity, he must project and act specifically. The paradigms proper to the science of education and those of the practice of education are two different categories; nevertheless, the paradigms of the science foster those of the practice, clarify the conceptual and scientific core, explain the theoretical and epistemological context and they become general ways of approach. On the other hand, the paradigms of the practice of education offer through inductive research a series of elements such as qualitative analyses of the facts and acts of formative intervention, of real contexts, emergent effects as well as the possibility to formulate hypotheses, interpretations, generalizations and even enrich theories and the pedagogical metatheory. This perspective on the relation between theory and practice in the initial training of the teacher represents the premise for the paradigm change: by commencing with the search for the efficiency of practice, with the critical analysis of the problems emerged when applying old paradigms, solutions can be verified and new models can be build.

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