Open AccessBeing Able to see the Wood from the Trees in Courses of Teacher Education
Author(s) -
Thomas O’Donoghue
Publication year - 2016
Publication title -
encounters in theory and history of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.102
H-Index - 1
ISSN - 2560-8371
DOI - 10.24908/eoe-ese-rse.v17i0.6377
Subject(s) - teacher education , work (physics) , subject matter , mathematics education , subject (documents) , relation (database) , pedagogy , service (business) , reflection (computer programming) , sociology , psychology , computer science , engineering , library science , curriculum , marketing , business , mechanical engineering , database , programming language
When cogitating developments in education, it is important from time-to-time to stand back from the main-stream of developments and try to re-capture ‘the big picture’. Such a time now exists in relation to teacher education. This paper is a response to this situation. It makes the case for three principles which, it is held, should guide the design and development of programmes on how classroom practitioners at the pre-service and on-going teacher-development levels, should be prepared for, and guided in, their work. These are as follows: teachers should have a very good command of the subject matter of their teaching areas; teachers should know how to teach; teachers, along with students of education studies and policy makers, should engage in reflection not only on work at the classroom level, but also on education more broadly.