The Functional Paradigms of Teachers

Abstract

This article addresses the problem of redirecting research on teaching from an emphasis on how classrooms function to one on why they function in particular ways. The proposal is based on a reformulation of the concept of "paradigm" as it applies to the study of teaching. The basic proposition is that paradigms should be considered as characteristic of the community of practitioners as well as of the community of scholars. It is argued that an attempt to identify the features of the "functional paradigms" of teachers would help redirect our thinking towards explanatory principles rather than descriptions of classroom functioning. Illustrative research examples are given to demonstrate how the implementation of educational innovations is a possible strategic area for the investigation of functional paradigms. It is also suggested that an examination of the contrast between the precepts of teacher educators and those of teachers would be a second strategic area. Finally, the issue of how established paradigms are perpetuated through the use of models or exemplars is addressed.