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ERIC Number: EJ855403
Record Type: Journal
Publication Date: 2009-May
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1359-866X
How Evidence-Based Teaching Practices Are Challenged by a Deweyan Approach to Education
Webster, R. Scott
Asia-Pacific Journal of Teacher Education, v37 n2 p215-227 May 2009
The claim is made in this paper that the discourse of education offers a challenge to evidence-based practices because this latter approach is embedded in the discourse of management. Although claiming the status of being "scientific", this latter development is drawn upon problematically by policy makers to provide the warrant for stipulating rules and procedures for "best practices" to which educators are being held accountable. This paper shall draw mostly upon Dewey and is structured into three sections. The first section will attempt to explain the flaw in this evidence-based approach by providing a comparison between empiricism and science. Second, a review of Dewey's recommendation for educators to become more scientific in attitude will then follow, leading to the final section, in which the case will be made that educational practice needs to become as scientific, philosophical and democratic as possible in order for educators to resist being de-professionalised.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A