Using Qualitative Research Methods to Cope with the Educational Complexity
Yehudith Weinberger

This paper explores the gap between qualitative research methods and teacher practices in the perceptions of student teachers. Despite the consensus among teacher educators about the crucial importance of attentive listening, in-depth observation, and in-context interpretation for teacher functioning, student teachers often challenge the relevance of the methodology courses for their training program. The current study analyses student teachers’ views regarding this gap and proposes explanations for its causes, which mainly stem from the expectations they have when they start the training process, and the sense of uncertainty and ambiguity they experience during the program. The main argument presented in the paper is that involving future teachers in qualitative educational research not only lays the foundations for shaping their professional identities as reflective practitioners, but also prepares them to cope more effectively with the complexity of the educational field. In view of the findings, a change in proposed to contemporary teacher education program: to add an open and courageous discourse about the complexity of the educational field. This trend would direct more attention toward nurturing students’ abilities to cope with the ambiguity and uncertainty of educational settings as a necessary component of these future teachers’ professional proficiencies.

Full Text: PDF     DOI: 10.15640/jehd.v7n1a16