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| Autor/in | White, John |
|---|---|
| Titel | Philosophy and Teacher Education in England: The Long View |
| Quelle | In: British Journal of Educational Studies, 67 (2019) 2, S.187-200 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-1005 |
| DOI | 10.1080/00071005.2018.1426830 |
| Schlagwörter | Foreign Countries; Educational Philosophy; Preservice Teacher Education; Educational History; Educational Change; Educational Policy; Theory Practice Relationship; National Curriculum; United Kingdom (England) |
| Abstract | Until recently teacher education in England has always contained a 'philosophical' element -- to do with what education is for in the light of human nature. The paper traces its history since 1839, through inspirational approaches -- based first on religion and later on psychology -- to the critical approach of R S Peters and his colleagues in the 1960s. It then looks at the existential crisis faced by this kind of philosophy of education after changes in education policy in the 1980s; and at ways it has found of overcoming it -- at the expense, however, of partially turning away from its earlier raison d'être in teacher education. The paper concludes with a discussion of what would be needed for it to resume its old role. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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