ERIC Number: EJ1045425
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 37
Can an Expanded Interpretation of Phronesis Support Teacher Professional Development for Inclusion?
Florian, Lani; Graham, Archie
Cambridge Journal of Education, v44 n4 p465-478 2014
This paper presents an overview of the concept of inclusive pedagogy, conceptualised as an approach to teaching that focuses on extending what is generally available to everyone (as opposed to providing for all by differentiating for some) while taking into account that there will be differences between learners. It considers the concept of phronesis as a tool for exploring questions about teacher decision-making in relation to inclusive pedagogy and how phronesis might be taught. To this end, we review some of the ways in which phronesis has been used in teacher education, and consider the potential of broadening the term based on a Heideggerian rather than Aristotelian conceptualisation of it. We consider whether this broader conceptualisation may help to facilitate the development of teachers to understand the limitations inherent in traditional approaches to learner difference and adopt an inclusive pedagogical approach instead.
Descriptors: Faculty Development, Inclusion, Teaching Methods, Decision Making, Teacher Education, Educational Philosophy, Ethics
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A