Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

/pdf/teachers-beliefs-and-educational-research-cleaning-up-a-4nwlo8zyt9.pdf

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part r...

https://www.jstor.org/stable/pdfplus/1176100.pdf

Stories of Experience and Narrative Inquiry

This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students’ attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement, what is known about students’ attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils’ interest in studying school science and a focus for future research.

Attitudes towards science: A review of the literature and its implications

Recent research on teacher thinking and decision making is reviewed, together with the models that gave rise to this work, to show first that scant and insufficient attention has been given to the content of teachers' thinking, specifically their beliefs and principles, and second that because of this, the inferences made in these studies are flawed by assumptions, especially by the assumption that teachers and researchers share perceptions and so understand language identically. An alternative methodology for acquiring an understanding of teachers' beliefs and principles is described and illustrated with a case study. This methodology is an adaptation of Kelly's Repertory Grid Technique.

/pdf/the-place-of-teachers-beliefs-in-research-on-teacher-24413gwn85.pdf

The place of teachers' beliefs in research on teacher thinking and decision making, and an alternative methodology

This paper develops the idea of "the authority of experience" to explain the unease about teacher education represented in comments of 19 graduate students enrolled in a preservice physics education methods course which combined on-campus classes and teaching placements. Interviews with the student teachers after the first half of the year-long course are organized under four themes: expectations about learning to teach, observation skills, the credibility of a professor who teaches every day, and overall perspectives on teacher education. The study found that teacher education is a transition from being under authority to being in authority, and this is an uneasy transition: some students wished to be told what to do when they assume authority, and some did not; some students saw no point to classes that did not speak directly to what to do as teachers, and others found such discussions appealing; some found the professor to be authoritative because he was also teaching secondary school physics, while others found his colleagues no less credible for other reasons. The paper recommends that the authority of experience be brought to the surface so that it is not ignored by students. This can be accomplished through metaphor, life histories, narrative, and journals. (Contains 18 references.) (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE AUTHORITY OF EXPERIENCE IN LEARNING TO TEACH: MESSAGES FROM A PHYSICS METHODS CLASS' U.S. DEPARTMENT OF EDUCATION Once or Educational Research and linorovemen1 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, 0 This documenl has teen reoroduce<, as recotved from Me person or organisation originating et 0 Minor changes neve bean made ro improve reprOduCtiOn Quality POints Of view Or OcsnionS Slated in MIS dccumerit do r.ol necessarily represenl official OERI position or policy Hugh Munby and Tom Russell Faculty of Education Queen's University Kingston, Ontario Canada K7L 3N6 Introduction "PERMISSION TO REPRODUCE THIS MATE IAL HAS BEEN GRANTED BY

/pdf/the-authority-of-experience-in-learning-to-teach-messages-35zqdfin0a.pdf

The Authority of Experience in Learning to Teach: Messages from a Physics Methods Class:

(1986). Metaphor in the thinking of teachers: An exploratory study. Journal of Curriculum Studies: Vol. 18, No. 2, pp. 197-209.

Metaphor in the thinking of teachers: An exploratory study

The preface to Philosophical Perspective on Metaphor contains the observation: "Judging from the jump in interest in metaphor between 1940 and the present, if we extrapolate to the year 2039, there will then be more students of metaphor than there are people" (Johnson, 1981, p. ix). Although we think this exaggerates the situation, our own work with metaphors suggests that it may be productive for all teachers to become students of metaphor, at least of their own metaphors, and this is the principal message of the present article. We begin by setting the context with a brief description of our research program into the character and development of professional knowledge. Next, we show how we have used the concept "metaphor" in our work. We then turn to data from our case studies and draw attention to the metaphors used by some of the participating teachers. Finally, we show how looking for one's own metaphors can reveal something of one's professional knowledge. This, we argue, is a necessary part of productive reflection upon teaching practice.

/pdf/metaphor-in-the-study-of-teachers-professional-knowledge-25pd6olvvb.pdf

Metaphor in the study of teachers’ professional knowledge

This article describes a qualitative study of the beliefs and principles of one science teacher. The study employs the Repertory Grid Technique of Kelly (The psychology of personal constructs, New York: Norton, 1955). This technique is illustrated thoroughly by the case study, and ample segments from an interview with the teacher concerned are provided. All relevant information obtained from working with this teacher is used to establish the dominant beliefs held by her. The significance of the study is argued within the framework of curriculum and instructional innovation and implementation.

Hugh Munby

Papers

The place of teachers' beliefs in research on teacher thinking and decision making, and an alternative methodology

The Authority of Experience in Learning to Teach: Messages from a Physics Methods Class:

Metaphor in the thinking of teachers: An exploratory study

Metaphor in the study of teachers’ professional knowledge

A qualitative approach to the study of a teacher's beliefs