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

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.