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

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 lea...

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Autor principal: Attwood, Adam I.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9260708/
https://www.ncbi.nlm.nih.gov/pubmed/35814048
http://dx.doi.org/10.3389/fpsyg.2022.920851
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author Attwood, Adam I.
author_facet Attwood, Adam I.
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description 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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spelling pubmed-92607082022-07-08 A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education Attwood, Adam I. Front Psychol Psychology 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. Frontiers Media S.A. 2022-06-16 /pmc/articles/PMC9260708/ /pubmed/35814048 http://dx.doi.org/10.3389/fpsyg.2022.920851 Text en Copyright © 2022 Attwood. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Attwood, Adam I.
A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
title A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
title_full A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
title_fullStr A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
title_full_unstemmed A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
title_short A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
title_sort conceptual analysis of the semantic use of multiple intelligences theory and implications for teacher education
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9260708/
https://www.ncbi.nlm.nih.gov/pubmed/35814048
http://dx.doi.org/10.3389/fpsyg.2022.920851
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