Philosophical Perspectives on Teacher Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Journal of Philosophy of Education
• Sprache: Englisch
• Veröffentlichungsjahr: 2015

Seitenzahl: 381

Beschreibung

Philosophical Perspectives on Teacher Education presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. * Brings together philosophical essays on an underserved yet urgent aspect of teacher education * Explores the kinds of ethical considerations that should enter into discussions of a teacher's professional education * Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being * Represents an important resource to stimulate contemporary debates about what the future of teacher education should be

Leseprobe

CONTENTS

Cover

Title page

Preface

Acknowledgements

Notes on Contributors

Editors’ Introduction

Part 1: What Do Teachers Need to Know?

1 How Does a Competent Teacher Become a Good Teacher?: On Judgement, Wisdom and Virtuosity in Teaching and Teacher Education

THE LIMITS OF COMPETENCE-BASED TEACHER EDUCATION

ON THE ‘NATURE’ OF EDUCATION: TELEOLOGY AND THE THREE DOMAINS OF EDUCATIONAL PURPOSE

WHY DO WE NEED JUDGEMENT IN TEACHING? PURPOSE, FORM, BALANCE, TRADE-OFFS AND PRAGMATISM

WHAT KINDS OF JUDGEMENT DO WE NEED IN TEACHING? PRACTICAL KNOWLEDGE AND PRACTICAL WISDOM

HOW CAN TEACHERS BECOME CAPABLE OF EDUCATIONAL JUDGEMENT?

CONCLUDING COMMENTS

2 Learning to Teach and Becoming a Teacher: Techne and Phronesis

PROCEDURES

PROCEDURES AND SKILL

EDUCATION AND SKILL

LEARNING TO TEACH: DELIVERING THE CURRICULUM EFFECTIVELY

BECOMING A TEACHER: BEYOND PROCEDURES AND SKILL

EDUCATION AND PHILOSOPHY

3 The Idea of a University and School Partnership

WHAT SPACE FOR EXPLORATION OF ‘THEORY’ IN UK TEACHER EDUCATION OF THE FUTURE?

THE IDEA OF A UNIVERSITY

THE FOUNDATION DISCIPLINES OF EDUCATION

THE IDEA OF UNIVERSITY AND SCHOOL PARTNERSHIP

Part 2: What Makes a Good Teacher?

4 Why We Need a Virtue Ethics of Teaching

SAINTS AND SCOUNDRELS

A BRIEF FOR TEACHERLY SELF-CULTIVATION

FROM THE TERRAIN OF TEACHING TO THE DEFINITION OF PROFESSIONAL ETHICS

5 Wigs, Disguises and Child’s Play: Solidarity in Education

INTRODUCTION

TEACHER BELIEFS AND VALUES

SOLIDARITY AS A TEACHER EDUCATOR

SOLIDARITY WITH PUPILS AND PLAY

SOLID WITH AND SOLID AGAINST?

CONCLUSION

6 To Believe, to Think, to Know – to Teach?: Ethical Deliberation in Teacher Education

TEACHING AS A MORAL PROFESSION

ETHICAL DELIBERATION: WHAT IS IT?

FACILITATING ETHICAL DELIBERATION

METHODOLOGY AND METHODS

DATA PRESENTATION, ANALYSIS AND DISCUSSION

CONCLUSIONS AND RECOMMENDATIONS

Part 3: Being a Teacher?

7 The Role of Higher Education in Teacher Education: A Reorientation Towards Ontology

INTRODUCTION

THE ONTOLOGICAL TURN IN HIGHER EDUCATION

THE DIALOGIC EVENT OF TEACHER EDUCATION

IMPLICATIONS FOR THE BEING OF STUDENTS AND TEACHER EDUCATORS IN HIGHER EDUCATION

8 Cultivating Human Capabilities in Venturesome Learning Environments

INTRODUCTION

VENTURESOME LEARNING ENVIRONMENTS AND THEIR DOMAINS OF RELATIONS

THE POSSIBLE AND THE PRACTICAL: RESEARCH ON LEARNING ENVIRONMENTS IN A POLICY CONTEXT

CONCLUSION

9 Towards a Theory of Well-Being for Teachers

INTRODUCTION

WHAT IS MEANT BY ‘WELL-BEING’?

CHALLENGES TO TEACHERS’ WELL-BEING

WHAT ARE THE ELEMENTS OF WELL-BEING FOR TEACHERS?

DEVELOPING SELF-KNOWLEDGE

REFLECTION

WELL-BEING AND PROFESSIONAL DEVELOPMENT

CONCLUSION

References

Index

End User License Agreement

Guide

Cover

Table of Contents

Begin Reading

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The Journal of Philosophy of Education Book Series

The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education.

Titles in the series include:

Philosophical Perspectives on Teacher EducationEdited by Ruth Heilbronn and Lorraine Foreman-Peck

Re-Imagining Relationships In Education: Ethics, Politics And PracticesEdited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter

Education Vygotsky, Philosophy and EducationJan Derry

Education and the Growth of Knowledge: Perspectives from Social and Virtue EpistemologyEdited by Ben Kotzee

Education Policy: Philosophical CritiqueEdited by Richard Smith

Levinas, Subjectivity, Education: Towards an Ethics of Radical ResponsibilityAnna Strhan

Philosophy for Children in Transition: Problems and ProspectsEdited by Nancy Vansieleghem and David Kennedy

The Good Life of Teaching: An Ethics of Professional PracticeChris Higgins

Reading R. S. Peters Today: Analysis, Ethics, and the Aims of EducationEdited by Stefaan E. Cuypers and Christopher Martin

The Formation of ReasonDavid Bakhurst

What do Philosophers of Education do? (And how do they do it?)Edited by Claudia Ruitenberg

Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy?Edited by David Bridges, Paul Smeyers and Richard Smith

New Philosophies of LearningEdited by Ruth Cigman and Andrew Davis

The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary EssaysEdited by Mark Halstead and Graham Haydon

Philosophy, Methodology and Educational ResearchEdited by David Bridges and Richard D Smith

Philosophy of the TeacherBy Nigel Tubbs

Conformism and Critique in Liberal SocietyEdited by Frieda Heyting and Christopher Winch

Retrieving Nature: Education for a Post-Humanist AgeBy Michael Bonnett

Education and Practice: Upholding the Integrity of Teaching and LearningEdited by Joseph Dunne and Pádraig Hogan

Educating Humanity: Bildung in PostmodernityEdited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo

The Ethics of Educational ResearchEdited by Michael Mcnamee andDavid Bridges

In Defence of High CultureEdited by John Gingell and Ed Brandon

Enquiries at the Interface: Philosophical Problems of On-Line EducationEdited by Paul Standish and Nigel Blake

The Limits of Educational AssessmentEdited by Andrew Davis

Illusory Freedoms: Liberalism, Education and the MarketEdited by Ruth Jonathan

Quality and EducationEdited by Christopher Winch

Philosophical Perspectives on Teacher Education

Edited by

Ruth Heilbronn and Lorraine Foreman-Peck

This edition first published 2015© 2015 Ruth Heilbronn and Lorraine Foreman-PeckEditorial organisation © Philosophy of Education Society of Great Britain

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Cover image: Front cover image © Ellie Foreman-Peck

Preface

Teacher education is in a state of flux across the globe. While in some countries public investment in research-informed teacher education continues, in others it is being downsized and the balance between different spaces for teacher education tipped in favour of new types of employment-based learning, following the pattern of ‘Teach for America’. In England specifically, the White Paper for Education (DfE, 2010), heralding the most radical reforms in the sector for several decades, has reopened fundamental questions about the future role of the university in teacher education.