ERIC Number: EJ852362
Record Type: Journal
Publication Date: 2003
Reference Count: 8
Reflections on the Transformation in a Teacher Educator's Teaching of Educational Philosophy
Amobi, Funmi A.
Teacher Education Quarterly, v30 n3 p23-32 Sum 2003
This article represents the author's mindscape as she grew in her teaching of educational philosophy from using a transmissive approach to an approach that seeks to make educational philosophy--an abstract learning content--instructive to the everyday life of teaching in classrooms. The author took a detour in her thinking about the relevance of educational philosophy in the curriculum of teacher education as a result of the convincing advocacy for connection of belief and practice from a respected voice in education. Once she became receptive to this initial idea, the door of her mind was opened to consider other voices extolling the same idea. The change in her teaching started first in her mind and thinking. In other words, her philosophy of teaching educational philosophy changed, then tentatively, but assuredly the change that had occurred in her mind took life and shape in action. She has given voice to the stages of the transformation in her teaching for the purpose of inviting other teacher educators to do the same. It is also important to reiterate that this process is continuous. In this article, the author has described one example of how she has effected a transformation in her teaching of educational philosophy with a group of graduate students at an off campus teaching site. This initial implementation of a paradigm shift has opened up other possibilities for empowering preservice teachers to become knowledge constructors, and not mere passive absorbers of the educational beliefs of more knowledgeable others.
Descriptors: Preservice Teacher Education, Preservice Teachers, Graduate Students, Educational Philosophy, Relevance (Education), Teacher Educators, Teaching Methods, Educational Change
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A