The Importance of Philosophy in Teacher Education

The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development.

Autorentext

Andrew D. Colgan is High School Science Teacher in London, Ontario, Canada.

Bruce Maxwell is Professor of Education at the University of Quebec at Trois-Rivières, Canada.

Inhalt

Editors' Introduction

Andrew Colgan and Bruce Maxwell

Part I. Diagnosis and Prognosis

1. The Decline of Philosophy in Educational Study and Why it Matters

Robin Barrow

2. Schools of education and John Dewey: The end of the romance?

David I. Waddington

3. Habermas's Emancipatory Interest for Teachers: A Critical Philosophical Approach to Teacher Education

Mathew Hayden

Part II. Philosophy and Teacher Development

4. Philosophy in Teacher Education

Leonard Waks

5. Philosophy for (Thinking) Teachers

Janet Orchard & Carrie Winstanley

6. A Problems-Based Approach in Philosophy of Education

Dianne Gereluk

7. The Contribution of Philosophy to Science Teacher Education

Michael Matthews

Part III. Historical Perspectives

8. Philosophy, the Liberal Arts and Teacher Education

Douglas Yacek and Bruce Kimball

9. The Value of Educational Foundations in Teacher Education

Lee Duemer

10. Philosophy, Teaching, and Teacher Education at Teachers College,

Columbia University: A Program Story

David Hansen and Megan Laverty