Abstract
Teacher education in England has become increasingly fragmented and complex in recent years. The government’s drive towards more school-centred teacher education and the removal of state schools from local authority control has left a situation where trainees can opt for a range of ‘pathways’ into school and college teaching. The debate here is whether investigation of citizenship, democracy and identity is in danger of being further marginalised by the pressure to get trainees ‘classroom ready’. This situation presents particular challenges from a Deweyan perspective, especially if we view schools and colleges, as did Dewey, as potential laboratories for democratic practices and values. The social and collaborative aspects of learning are revisited in relation to pedagogy; using the work of Alexander and Mercer, the chapter examines the use of pedagogy as a means of challenging existing hierarchies in education and explores how a social view of learning fosters ideas regarding education and citizenship. Dewey’s notion of knowledge is also discussed as something that is socially collaborative and dynamic and should be encouraged in the context of English teacher education.
| Original language | English |
|---|---|
| Title of host publication | The Contemporary Relevance of John Dewey’s Theories on Teaching and Learning |
| Subtitle of host publication | Deweyan Perspectives on Standardization, Accountability, and Assessment in Education |
| Publisher | Taylor & Francis |
| Pages | 182-196 |
| Number of pages | 15 |
| ISBN (Electronic) | 9781000464351 |
| ISBN (Print) | 9780367621483 |
| DOIs | |
| Publication status | Published - 1 Jan 2021 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2022 selection and editorial matter, JuliAnna Ávila, AG Rud, Leonard J. Waks, and Emer Ring.
