The Future of Teacher Education

Journal of Philosophy of Education 46 (4):574-588 (2012)
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Abstract

Conceptions of teaching quality and teacher accountability, and the values and assumptions that underpin them, are relatively under-examined by policy makers. We suggest ways in which philosophers might address this deficit, with reference to policy concerns found in the United Kingdom (UK). Further philosophical questions are generated by this process of reflection and we offer a partial analysis of those we judge to be of particular significance. While optimistic generally, we identify three challenges to asserting a role for philosophical analysis in policy, practice and research concerned with teacher education, and urge philosophers of education to engage in constructive dialogue with other critical and reflective thinkers in the field of education

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References found in this work

The philosophy of education.Richard Stanley Peters - 1973 - [London]: Oxford University Press.
Philosophy and education—a symposium.Paul Hirst & Wilfred Carr - 2005 - Journal of Philosophy of Education 39 (4):615–632.
What schools are for and why.John White - 2007 - Philosophy of Education Society of Great Britain IMPACT pamphlet No 14.

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