Search results for: Educational philosophy
Page 1/4 40 items
This paper argues that John Dewey’s discussion of habits offers a theoretical framework that points to answers that respond to mandates and also open avenues for complex educational engagement. It presents a theoretical response to questions about dispositions grounded in Dewey’s conception of habits and then uses that conception to address each of the three proceeding questions in turn. Its central argument is that teacher educators should conceptualize dispositions as being comprised of clusters of habits.
Updated: Dec. 28, 2015
In this article, the author uses a general philosophy of science perspective in looking at the problem of justifying action research. First he tries to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. He discusses the need for taking a stand in relation to the questions of validity and justification also in action research.
Updated: Jun. 08, 2015
This article examines the realities of practice for beginning early childhood teachers. The article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. The move to being a “real” teacher was a formidable experience for these participants and this should be recognized relatedly.
Updated: Sep. 22, 2014
In this article, the authors examine how teacher training can play an active role in inculcating teachers with sociopolitical awareness and the resultant image of this transformative teacher training. The authors present a conceptual and practical model for training teachers as involved intellectuals in the society and in the community. The model was built in light of educational challenges in the global, technological, and competitive world in general and in Israeli society with its schisms and violence in particular. The article also describes findings from pilot studies which have been done to assess the teacher training program at the Kibbutzim College of Education in Israel.
Updated: Feb. 26, 2014
The authors reconsider five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied.
Updated: Apr. 28, 2013
In this article, the author refers to Dewey's vision of development in order to consider a number of the challenges posed to a concept of development. The author claims that Dewey’s view was that development consists of enhanced changes in children’s participation in the world around them. However, the author claims that Dewey's ideas have been misunderstood and misrepresented since the psychological accounts identify only individual growth as development. The author argues that the conception of development is potentially more than only an aim; it offers a way of thinking about processes of change over time—in children and in schools, and how educators can support these processes.
Updated: Dec. 18, 2012
In this article, the author wonders how the EdD lost its way and became the poor cousin of the PhD. The author argues that the EdD should be rebooted. The rebooted EdD should rest on four major principles. The author discusses these principles and then he uses the principles to propose a signature pedagogy for the EdD, and describes a rebooted EdD curriculum.
Updated: Oct. 17, 2012
Human Dignity within Teacher Education: A Matter of Individualism, Competitiveness, and Strategic Rationality
The purpose of this study was to examine the Discourse of Human Dignity within teacher education, especially with respect to how Swedish teacher educators make meaning of the concept of human dignity. Findings show that four sub-discourses are involved in the Discourse of Human Dignity within teacher education.
Updated: Jul. 30, 2012
Inclusion or Exclusion?: A Narrative Inquiry of a Language Teacher’s Identity Experience in the ‘New Work Order’ of Competing Pedagogies
The current article explores how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, the research illuminates the complexity of teacher identity in educational reforms. The findings show that teachers need to shift their identities to survive change.
Updated: Dec. 21, 2011
This historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement by focusing on the received Dewey. The author focuses qualitatively on the various ways in which Dewey was cited and used by leading and lesser-known civic and social educators during the formative years of the American curriculum, with particular focus on uses of Dewey to support social efficiency and social justice. In the tradition of historiography, the findings are reported in a chronological narrative.
Updated: Oct. 23, 2011