Search results for: Educational philosophy
Page 4/4 40 items
In this article, the authors reflect on the journey of philosophical change and growth from a traditional philosophy to an inquiry-based, Reggio-inspired one that occurred on both levels in an early childhood teacher education program and laboratory school over a period of 7 years. As an inquiry group, the authors reflected on the change the authors experienced in their own teaching methods, their interactions with staff members and each other, and their perceptions of change in interaction with their students. After carefully and systematically reviewing their reflections, five trends in change were identified.
Updated: Jan. 12, 2010
Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching
This study examined the beliefs about classroom management that preservice teachers developed during their university coursework. It also examined whether those beliefs changed as a result of their student teaching experiences. 71 preservice teachers participated in the study. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of classroom management developed as part of university coursework.
Updated: Oct. 21, 2009
Cutting Your Losses: Could Best-Practice Pedagogy Involve Acknowledging that Even Robust Hope May Be Vain?
'Robust hope' was recently championed as fundamental to achieving educational utopias. Hope feels good and has utility in some circumstances. However, in other situations different motivations - positive (e.g. curiosity) or negative (e.g. frustration) - may offer greater pedagogical value. Robust hope may lead to: (1) failure; (2) an exacerbation of existing judgement biases; and (3) emotional reasoning. Hence, best-practice principles require that the net pedagogical impact of robust hope be assessed.
Updated: Oct. 21, 2009
Carl Bereiter asked what it means to be an educated person in the 21st century and what contribution a liberal education can make in addressing this question. This paper is essentially constructed around Bereiter's question. It draws on some of the classic literature in the field as well as more recent scholarship that raises issues concerning the historical idea of a liberal education and points to new directions for the future.
Updated: Jul. 06, 2009
Action research can be understood as a complex interplay between local circumstances and local research traditions, embedded in their turn in local intellectual-philosophical traditions, national as well as international. In this paper, the authors will reflect on action research issue. They base their reflections on the Nordic tradition of bildung (bildning) and the continental European tradition of pedagogy as human science.
Updated: May. 18, 2009
The study is an examination of syllabi from multicultural teacher education (MTE) courses taught across the United States. Using qualitative content analysis and drawing on existing typologies for multicultural education, the author analyzed the theories and philosophies underlying MTE course designs.
Updated: Mar. 30, 2009
The article is driven by a simple question: what type of collective space is a classroom and how can it be imagined differently? Drawing on the social topography provided by Hardt and Negri, the author suggests that schools have traditionally worked to produce either (a) a people; (b) a crowd; or (c) the masses. The problem with these forms of social collectivity is that they each tend to limit radical movements for democracy.
Updated: Mar. 02, 2009
Reconceptualising Professional Experiences in Pre-Service Teacher Education…Reconstructing The Past to Embrace The Future
This article provides a conceptual framework for developing high-quality professional experiences for pre-service teachers. The authors describe a number of professional experience initiatives at two Australian universities. These initiatives are being reconceptualised around the notion of learning communities.
Updated: Jan. 26, 2009
This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary student teachers at a university college in Northern Ireland reveals that encounters with schools of different ethos can help student teachers to understand differences between schools and their visions of education, as well as correcting misunderstandings and challenging stereotypes.
Updated: Jan. 21, 2009
The article explores the 'good' work of teaching and learning, and explores the issue from the point of view of an educational anthropologist, an educational philosopher, and a teacher educator.
Updated: Jan. 03, 2008