Comparing Humanistic Approaches in Teacher Education
Teacher education programs have a long, perpetuated expectation for how to teach (Shulman, 1987). The overwhelming focus in teacher education programs on planning, instruction, and assessment obscures the ultimate goal of education; that is, to help every student become happy and lead a fulfilled...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
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Editura Universităţii Aurel Vlaicu Arad
2022-05-01
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| Series: | Journal of Humanistic and Social Studies |
| Subjects: | |
| Online Access: | http://www.jhss.ro/downloads/25/articles/vol%2013%20no%201%20(25)%202022-143-158.pdf |
| Summary: | Teacher education programs have a long, perpetuated expectation for
how to teach (Shulman, 1987). The overwhelming focus in teacher education
programs on planning, instruction, and assessment obscures the ultimate goal of
education; that is, to help every student become happy and lead a fulfilled life.
This paper offers a perspective to cultivate preservice teachers who value
humanity and therefore go beyond disciplinary knowledge and pedagogical
practices. Humanity creates order in society, not arbitrary rules or authority. Yet,
this aspect is often lost in higher education that focuses on professional skills
over the cultivation of students’ humanity (Muscatine, 2009). We argue that
teacher education needs to attend to humanity and pave the way for peace and
happiness for human beings. Teachers’ roles are not just to deliver knowledge to
students but to plant the seeds of hope and joy through education. To achieve
this goal, we explored various humanistic approaches from Freire’s (1993)
critical pedagogy, Valenzuelz’s (1999) subtractive schooling, Ginwright and
Cammarota’s (2002) social justice approach, Comstock et al.’s (2008)
relational-cultural theory, and Ikeda’s (2010) human education. This paper seeks
to approach humanity as a theoretical and methodological basis for reclaiming
the promise of teacher education. |
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| ISSN: | 2067-6557 2247-2371 |