Developing new teacher education curricula: Why should critical rationalist epistemology talk louder?
University of Tartu
Abstract. This paper
concentrates on the legitimisation of two basic traditions of teacher education: educational
psychology in Anglo-American countries and Didaktik in continental European countries. Having been
developed and reinforced largely by empirical research carried out in
accordance with their own conceptual premises, these two traditions, when used
together in teacher education, cause terminological vagueness and casual
overlap of the curriculum. This paper argues for stronger epistemological
considertion in legitimising the usage of these concepts in teacher education.
It will be argued that a critical evaluation of the scientific content of these
concepts – via the critical rationalist tradition initiated by Popper and
Lakatos – is logically possible and a practically inevitable task for the
improvement of teacher education curricula.
Keywords: teacher education, educational psychology,
didactics, critical rationalism