NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ922766
Record Type: Journal
Publication Date: 2009-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0313-5373
Teacher Educators Embrace Philosophy: Reflections on a New Way of Looking at Preparing Pre-Service Teachers
Mergler, Amanda; Curtis, Elizabeth; Spooner-Lane, Rebecca
Australian Journal of Teacher Education, v34 n5 p1-14 Oct 2009
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.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia