Dewey's Conception of Interest and Its Significance for Teacher Education

Autor/in	Jonas, Mark E.
Titel	Dewey's Conception of Interest and Its Significance for Teacher Education
Quelle	In: Educational Philosophy and Theory, 43 (2011) 2, S.112-129 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2009.00543.x
Schlagwörter	Teacher Education Programs; Student Interests; Educational Theories; Hermeneutics; Data Interpretation + Suchen Sie Ihr Suchwort? Studieninteresse; Educational theory; Theory of education; Bildungstheorie; Hermeneutik; Data evaluation; Datenauswertung
Abstract	Many teachers in teacher education programs are cursorily introduced to Dewey's "epochmaking" ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his philosophy during a seventeen-year period, we can help illuminate the force of his theory while protecting against unfortunate misinterpretations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10