%0 Journal Article
%T Contemporary Methodological Perspectives in Educational Research on ¡®Teachers¡¯ practice¡¯: Assumptions and Shortcomings for ¡®Effective Practices¡¯
%A Jos¨¦ Penalva
%J European Educational Research Journal
%@ 1474-9041
%D 2019
%R 10.1177/1474904119830902
%X In the context of the major influence that ¡®effectiveness¡¯ is having internationally, paper studies the contemporary methodological perspectives in educational research when considering teachers¡¯ practice. It shows that current trends can be boiled down to: (1) naturalistic methodology, (2) descriptive methodology, and (3) the nonmethodological solution. It states two main conclusions: first, there is a neat continuity with traditional methodologies, which were in decline long ago; second, contemporary perspectives in educational research fail to provide a consistent methodological model for ¡®effective practices¡¯. The author finally draws some conclusions and makes some suggestions for the further development of methodology in educational research and teachers¡¯ practice. This study is noteworthy for teachers¡¯ practice, collaborations and partnerships, and also for the relationship amongst research/practice/policy, which is at the core of the implementation of educational systems
%K Teachers¡¯ practice
%K methodology of educational research
%K effectiveness
%K implementation of educational system
%K educational policy
%U https://journals.sagepub.com/doi/full/10.1177/1474904119830902