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Philosophical Perspectives on Teacher Education

ISBN: 978-1-118-97777-4
216 pages
April 2015, Wiley-Blackwell
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Description

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

 

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Table of Contents

Preface vii
Janet Orchard and Alis Oancea

Acknowledgements xi

Notes on Contributors xii

Editors’ Introduction xviii
Ruth Heilbronn and Lorraine Foreman-Peck

Part 1 What Do Teachers Need to Know? 1

1 How Does a Competent Teacher Become a Good Teacher?: On Judgement, Wisdom and Virtuosity in Teaching and Teacher Education 3
Gert Biesta

2 Learning to Teach and Becoming a Teacher: Techne and Phronesis 23
Colin Wringe

3 The Idea of a University and School Partnership 38
James Macallister

Part 2 What Makes a Good Teacher? 55

4 Why We Need a Virtue Ethics of Teaching 57
Chris Higgins

5 Wigs, Disguises and Child’s Play: Solidarity in Education 76
Ruth Heilbronn

6 To Believe, to Think, to Know – to Teach?: Ethical Deliberation in Teacher Education 89
Damien Shortt, Paul Reynolds, Mary McAteer and Fiona Hallett

Part 3 Being a Teacher? 109

7 The Role of Higher Education in Teacher Education: A Reorientation Towards Ontology 111
David Aldridge

8 Cultivating Human Capabilities in Venturesome Learning Environments 132
Padraig Hogan

9 Towards a Theory of Well?]Being for Teachers 152
Lorraine Foreman?]Peck

References 167

Index 000

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Author Information

Ruth Heilbronn researches and lectures at the Institute of Education, University of London, where she has led various teams engaged in teacher education. She is co-editor of Critical Practice in Teacher Education (2010), and an executive member of the Philosophy of Education Society of Great Britain.

Lorraine Foreman-Peck is an Honorary Research Fellow at Oxford University’s Department for Education. She is co-author, with C. Winch, of Using Educational Research to Inform Practice: A Practical Guide to Practitioner Research in Universities and Colleges (2010).

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