John Dewey and Teacher Identity

Introduction A study on educational experience of John Dewey was founded in 1896 by the University Experimental School of the University of Chicago and then became Dewey School. For the next 40 years, Dewey has experimented and studied his educational concept as an experience. The final verification or summary of this work has finally led to its capital expression in the 1938 book "Experience and Education". Dewey's philosophical heritage has a great influence, especially in the west side unevenly in educational theory, and today we are also helping to design innovative educational methods and programs.

After doing a short-term teacher at Pennsylvania Oil City, Dewey entered Johns Hopkins University graduate school in 1882 and was absorbed in German idealism which dominated the then American philosophy of England. Two years later, as a professor of philosophy at the University of Michigan and University of Minnesota, Dewey began graduating his professional career as an excellent representative of idealism, above all. The abstract reflection of Dewey 's freedom began to take a concrete form when he took office as a teaching professor at the University of Chicago in 1894. The year of Dewey in Chicago should mainly be the environment for the contribution to their democratic education and the school in the democratic society for the joint development of the students rather than the institution to plant the fixed knowledge system According to his argument that there is. But they also marked his first true participation in the labor movement.

The main educational theorists in this era were John Dewey (1859-1952), Professor of Philosophy at the University of Chicago (1894-1904), and Columbia University Teachers College (1904-1930). Dewey is a major supporter of "progressive education" and has written many books and articles to promote the central role of democracy in education. He thinks that the school is not only a place for students to acquire content knowledge but also a place for students to learn how to live. Therefore, the purpose of education is to maximize student possibilities and to realize the ability to use them to achieve greater benefits.

In 1904, John Dewey wrote articles about teacher preparation and what it should do to prepare for a profession. For Dewey, teacher preparation should not focus on skill development that produces short-term benefits, but focus on making teachers learners while refining their abilities (ie, classroom management, lesson planning, etc.). Given that the shortage of teachers is increasing nationwide, teacher preparation planning to achieve this vision is a difficult task. Because the school district needs to find and hire a new faculty member, the teacher training course will be in the position of a candidate for "training camp" and then sent to the most challenging school environment in the country. These courses help teachers survive the school for the first few months, but they do not necessarily help them develop the spirit they need for long-term success.