The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development.
Touching on key points in history, this valuable collection of chapters accurately appraises the global decline of philosophy of education in teacher education programs and seeks to understand the external and endemic causes of changed attitudes towards a discipline which was once assigned such a central place in teacher education. Chapters illustrate how a grounding in the theoretical and ethical dimensions of teaching, learning, and education systems contribute in meaningful ways to being a good teacher, and trace the consequences of a decline in philosophy on individuals’ professional development and on the evolution of the teaching profession more broadly. With this in mind, the text focusses on the future of teacher education and considers how we can ensure that philosophy of education feeds into the excellence of teaching today.
This book will be of great interest to graduate, postgraduate students as well as research scholars in the field of educational philosophy and history of education. In addition, it will be useful for those involved in teacher education, and in particular, course, module and program development.
Table of Contents
Andrew Colgan and Bruce Maxwell
Part I. Diagnosis and Prognosis
1. The Decline of Philosophy in Educational Study and Why it Matters
2. Schools of education and John Dewey: The end of the romance?
David I. Waddington
3. Habermas’s Emancipatory Interest for Teachers: A Critical Philosophical Approach to Teacher Education
Part II. Philosophy and Teacher Development
4. Philosophy in Teacher Education
5. Philosophy for (Thinking) Teachers
Janet Orchard & Carrie Winstanley
6. A Problems-Based Approach in Philosophy of Education
7. The Contribution of Philosophy to Science Teacher Education
Part III. Historical Perspectives
8. Philosophy, the Liberal Arts and Teacher Education
Douglas Yacek and Bruce Kimball
9. The Value of Educational Foundations in Teacher Education
10. Philosophy, Teaching, and Teacher Education at Teachers College,
Columbia University: A Program Story
David Hansen and Megan Laverty
Andrew D. Colgan is High School Science Teacher in London, Ontario, Canada.
Bruce Maxwell is Professor of Education at the University of Quebec at Trois-Rivières, Canada.