http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Philosophical perspectives on teacher education
"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"--
Title Page -- Copyright Page -- Contents -- Preface -- Acknowledgements -- Notes on Contributors -- Editors' Introduction -- Part 1 What Do Teachers Need to Know? -- Chapter 1 How Does a Competent Teacher Become a Good Teacher?: On Judgement, Wisdom and Virtuosity in Teaching and Teacher Education -- The Limits of Competence-Based Teacher Education -- On the 'Nature' Of Education: Teleology and the Three Domains of Educational Purpose -- Why Do We Need Judgement in Teaching? Purpose, Form, Balance, Trade-Offs and Pragmatism -- What Kinds of Judgement do we Need in Teaching? Practical Knowledge and Practical Wisdom -- How Can Teachers Become Capable of Educational Judgement? -- Concluding Comments -- Notes -- Chapter 2 Learning to Teach and Becoming a Teacher: Techne and Phronesis -- Procedures -- Procedures and Skill -- Education and Skill -- Learning to Teach: Delivering the Curriculum Effectively -- Becoming a Teacher: Beyond Procedures and Skill -- Education and Philosophy -- Chapter 3 The Idea of a University and School Partnership -- What Space for Exploration of 'Theory' in Uk Teacher Education of the Future? -- The Idea of a University -- The Foundation Disciplines of Education -- The Idea of University and School Partnership -- Notes -- Part 2 What Makes a Good Teacher? -- Chapter 4 Why We Need a Virtue Ethics of Teaching -- Saints and Scoundrels -- A Brief for Teacherly Self-Cultivation -- From the Terrain of Teaching to the Definition of Professional Ethics -- Notes -- Chapter 5 Wigs, Disguises and Child's Play: Solidarity in Education -- Introduction -- Teacher Beliefs and Values -- Solidarity as a Teacher Educator -- Solidarity with Pupils and Play -- Solid with and Solid Against? -- Conclusion -- Note -- Chapter 6 To Believe, to Think, to Know -- to Teach?: Ethical Deliberation in Teacher Education -- Teaching as a Moral Profession.
Ethical Deliberation: What is it? -- Facilitating Ethical Deliberation -- Methodology and Methods -- Data Presentation, Analysis and Discussion -- Conclusions and Recommendations -- Part 3 Being a Teacher? -- Chapter 7 The Role of Higher Education in Teacher Education: A Reorientation Towards Ontology -- Introduction -- The Ontological Turn in Higher Education -- The Dialogic Event of Teacher Education -- Implications for The Being of Students and Teacher Educators in Higher Education -- Chapter 8 Cultivating Human Capabilities in Venturesome Learning Environments -- Introduction -- Venturesome Learning Environments and Their Domains of Relations -- The Possible and The Practical: Research on Learning Environments in a Policy Context -- Conclusion -- Chapter 9 Towards a Theory of Well-Being for Teachers -- Introduction -- What is Meant by 'Well-Being'? -- Challenges to Teachers' Well-Being -- What are The Elements of Well-Being for Teachers? -- Developing Self-Knowledge -- Reflection -- Well-Being and Professional Development -- Conclusion -- Note -- References -- Index -- EULA.
edited by Ruth Heilbronn and Lorraine Foreman-Peck.
Includes bibliographical references and index.
How does a competent teacher become a good teacher?
Journal of philosophy of education book series