Implementing pragmatism and John Dewey's educational philosophy in Emirati elementary schools: Case of mathematics and science teachers

Adeeb M. Jarrah, Omar M. Khasawneh, Yousef Wardat

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)

Abstract

The purpose of this study is to determine the extent to which John Dewey's philosophical pragmatic thoughts are implemented in Emirati elementary schools from the perspectives of mathematics and science teachers. Data were collected from 87 teachers using a descriptive analytical approach. The study findings indicate a general agreement among teachers who believed that pragmatism is implemented in the United Arab Emirates elementary schools from moderate to strong degree. The findings also reveal that there was no statistical significant difference between public and private school teachers' perspectives, and no statistical difference between teachers' teaching experience in terms of their views on the implementation of John Dewey's educational pragmatic principles. The recommendations arising from the study emphasise the importance of conducting workshops about educational philosophy to ensure that school teachers believe that the teaching profession must stem from an educational belief, which would help in an improved job performance.

Original languageEnglish
Pages (from-to)58-75
Number of pages18
JournalInternational Journal of Education Economics and Development
Volume11
Issue number1
DOIs
Publication statusPublished - 2020

Keywords

  • Educational philosophy
  • Elementary teachers
  • Emirati schools
  • John Dewey
  • Mathematics and science teachers
  • Pragmatism

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Implementing pragmatism and John Dewey's educational philosophy in Emirati elementary schools: Case of mathematics and science teachers'. Together they form a unique fingerprint.

Cite this