Philosophical Perspectives on Teacher Education

What does it mean to be a teacher in today’s world? And what makes a “good” one? Judging by the wide disparities in contemporary teacher training and educational policies, it would seem that no one is quite sure. Philosophical Perspectives on Teacher Education presents a series of well–argued, thought–provoking essays that point to the ethical considerations that should be addressed when proposing and implementing teacher training and educational policies and practices. Utilizing a variety of approaches from the philosophy of education, contributors explore a series of issues relating to current policy statements on teacher education and training: Do they adequately address the practical and ethical demands teachers will face? If not, how are they deficient? And is there a better way of thinking about the preparation for a career in teaching? To answer these questions, initial chapters highlight the knowledge and understanding required of teachers—what it is that they need to know. The text’s next section addresses the concerns of teachers as ethical agents—the idea of what makes a good teacher. Final chapters explore the ontological nature of teaching—what it means to be a teacher. Offering invaluable insights into pressing philosophical concerns of educators, Philosophical Perspectives on Teacher Education is an essential resource for those considering—and currently engaged in—teaching, and those seeking up–to–date reflections on contemporary trends in philosophy of education.

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).