Premium
The Future of Teacher Education
Author(s) -
Oancea Alis,
Orchard Janet
Publication year - 2012
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.2012.00888.x
Subject(s) - constructive , accountability , reflection (computer programming) , field (mathematics) , epistemology , process (computing) , pedagogy , sociology , quality (philosophy) , philosophy of education , policy analysis , philosophical analysis , political science , higher education , philosophy , law , computer science , mathematics , pure mathematics , programming language , operating system
Conceptions of teaching quality and teacher accountability, and the values and assumptions that underpin them, are relatively under‐examined by policy makers. We suggest ways in which philosophers might address this deficit, with reference to policy concerns found in the U nited K ingdom ( UK ). Further philosophical questions are generated by this process of reflection and we offer a partial analysis of those we judge to be of particular significance. While optimistic generally, we identify three challenges to asserting a role for philosophical analysis in policy, practice and research concerned with teacher education, and urge philosophers of education to engage in constructive dialogue with other critical and reflective thinkers in the field of education.