Journal article
The future of teacher education
- 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. © 2012 Journal of the Philosophy of Education Society of Great Britain.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Access Document
- Files:
-
-
(Preview, Accepted manuscript, pdf, 222.2KB, Terms of use)
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- Publisher copy:
- 10.1111/j.1467-9752.2012.00888.x
Authors
- Publisher:
- John Wiley and Sons, Inc
- Journal:
- Journal of Philosophy of Education More from this journal
- Volume:
- 46
- Issue:
- 4
- Pages:
- 574-588
- Publication date:
- 2012-11-02
- DOI:
- EISSN:
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1467-9752
- ISSN:
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0309-8249
- Keywords:
- Pubs id:
-
pubs:492219
- UUID:
-
uuid:28ea269d-69d6-4b33-b4df-af784b1c1e78
- Local pid:
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pubs:492219
- Source identifiers:
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492219
- Deposit date:
-
2015-01-11
Terms of use
- Copyright holder:
- Oancea and Orchard
- Copyright date:
- 2012
- Notes:
- © 2012 The Authors. This is the Accepted Manuscript version of the article. The final version is available online from Wiley at: https://doi.org/10.1111/j.1467-9752.2012.00888
- Licence:
- Other
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