Creating and Using a Multiparadigmatic Knowledge Base for Restructuring Teacher Education in Special Education: Technical and Philosophical Issues

Abstract

Important challenges that researchers face in the creation and use of a knowledge base for restructuring teacher education in the field of special education are reviewed and analyzed. Such challenges arise both from the changing intellectual context within which research operates and from the fundamental reform efforts currently underway throughout the educational community. Promising avenues for research to meet these challenges are delineated and the critical roles of multiparadigmatic research communities are highlighted. Mechanisms for the development, maintenance, and on-going operations of such communities are suggested, and potential caveats and pitfalls to their success are described.