Philosophy, Critical Reflection and the Development of Teacher Leadership in Teacher Education, East Meets West

Janet Orchard; Sally Wan

doi:10.1007/978-981-13-1179-6_20-1

Philosophy, Critical Reflection and the Development of Teacher Leadership in Teacher Education, East Meets West

Janet Orchard^*, Sally Wan

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary

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Abstract

Across the world, teacher education programs are under review. In some contexts where its academic dimension is sufficiently well-established, philosophy may continue to thrive. However, in many other settings where the academic dimension is being downsized and fragmented in favor of employment-based learning, philosophy is under threat, if indeed it enjoys a place at all on the teacher education curriculum. Moreover, globalization in teacher education has infused its context-specific dimensions (Robertson 2013), such that a prevailing concern with educational “quality,” and connected to this “teacher leadership,” has dominated the policy discourse (hence practice) over a number of years (Oancea and Orchard 2012) and in most jurisdictions.

Yet even on an employment-based model, strong arguments have been made for philosophy in teachers’ professional formation programs generally, an argument which may also be relevant to those needing to defend the retention of philosophy...

Original language	English
Title of host publication	Encyclopedia of Teacher Education
Editors	Michael Peters
Publisher	Springer
ISBN (Electronic)	978-981-13-1179-6
DOIs	https://doi.org/10.1007/978-981-13-1179-6_20-1
Publication status	E-pub ahead of print - 18 Jun 2019

Structured keywords

SoE Centre for Knowledge, Culture, and Society
SoE Centre for Comparative and International Research in Education

Access to Document

10.1007/978-981-13-1179-6_20-1

Full-text PDF (accepted author manuscript)
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Accepted author manuscript, 164 KB

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Cite this

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abstract = "Across the world, teacher education programs are under review. In some contexts where its academic dimension is sufficiently well-established, philosophy may continue to thrive. However, in many other settings where the academic dimension is being downsized and fragmented in favor of employment-based learning, philosophy is under threat, if indeed it enjoys a place at all on the teacher education curriculum. Moreover, globalization in teacher education has infused its context-specific dimensions (Robertson 2013), such that a prevailing concern with educational “quality,” and connected to this “teacher leadership,” has dominated the policy discourse (hence practice) over a number of years (Oancea and Orchard 2012) and in most jurisdictions.Yet even on an employment-based model, strong arguments have been made for philosophy in teachers{\textquoteright} professional formation programs generally, an argument which may also be relevant to those needing to defend the retention of philosophy...",

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