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How evidence-based teaching practices are challenged by a Deweyan approach to education

Webster, R. Scott 2009, How evidence-based teaching practices are challenged by a Deweyan approach to education, Asia-Pacific journal of teacher education, vol. 37, no. 2, pp. 215-227, doi: 10.1080/13598660902800525.

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Title How evidence-based teaching practices are challenged by a Deweyan approach to education
Author(s) Webster, R. ScottORCID iD for Webster, R. Scott orcid.org/0000-0002-5253-4894
Journal name Asia-Pacific journal of teacher education
Volume number 37
Issue number 2
Start page 215
End page 227
Total pages 13
Publisher Taylor & Francis
Place of publication Melbourne, Vic.
Publication date 2009
ISSN 1359-866X
1469-2945
Keyword(s) best practice
Dewey
educational
empirical
evidence-based
professional
Summary 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.
Language eng
DOI 10.1080/13598660902800525
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2009, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30033924

Document type: Journal Article
Collection: School of Education
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