Teacher educators embrace philosophy: reflections on a new way of looking at preparing pre-service teachers
Mergler, Amanda G., Curtis, Elizabeth M., & Spooner-Lane, Rebecca S. (2009) Teacher educators embrace philosophy: reflections on a new way of looking at preparing pre-service teachers. The Australian Journal of Teacher Education, 34(5), pp. 1-14.
Over the last decade in Australia, the role of the teacher has changed. Teachers are now expected to model and foster in their students a wide range of skills such as critical thinking, self-regulated learning, knowledge of self and others and lifelong learning. These changes are having a significant impact on the design of pre-service teacher education programmes, with university educators re-evaluating the teacher training curriculum and embedded pedagogical processes in order to consider how they might develop these skills in pre-service teachers. One approach is to consider the processes and practices inherent in philosophical inquiry. This paper reports on three participants’ reflections of a 12-week philosophy programme that was conducted for teacher educators at Queensland’s University of Technology (QUT) in 2008. The programme was facilitated by teachers from Buranda State School who have been teaching philosophy in their P-7 school for more than ten years. This paper provides insight into teacher educators’ reflections on the philosophy programme and the associated changes and challenges of implementing such a programme in pre-service teacher education degrees.
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|Item Type:||Journal Article|
|Additional Information:||The contents of this journal can be freely accessed via the journal's website (see official URL)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2009 Edith Cowan University|
|Deposited On:||05 Oct 2009 03:26|
|Last Modified:||27 Oct 2014 04:58|
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