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
Table des matières
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 Mc Ateer 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
A propos de l’auteur
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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