A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education

被引：3
|
作者：
Attwood, Adam I. [1 ]
机构：
[1] Austin Peay State Univ, Dept Teaching & Learning, Clarksville, TN 37044 USA
来源：
FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷
关键词：
teaching of educational psychology; general intelligence; universal design for learning; understanding by design; multiple intelligences theory; preservice teachers; differentiation; semantics; LEARNING STYLES; EMOTIONAL INTELLIGENCE; STUDENTS; ANECDOTE;
D O I：
10.3389/fpsyg.2022.920851
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
Gardner's theory of multiple intelligences (MI) has been at the center of a long-running debate in educational psychology in terms of its generalizable validity. In this article, MI theory is discussed for a review of why and how MI theory may be contextually discussed for preservice teachers to learn about in their teacher education program. The semantic conceptual basis of intelligence in MI theory is discussed in comparison to learning styles theory with implications for the importance of the teaching of Universal Design for Learning and related frameworks in teacher education curriculum.
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页数：7
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