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

Research output: Chapter in Book/Report/Conference proceedingEntry for encyclopedia/dictionary

Original languageEnglish
Title of host publicationEncyclopedia of Teacher Education
EditorsMichael Peters
Publisher or commissioning bodySpringer
ISBN (Electronic)978-981-13-1179-6
DOIs
DateAccepted/In press - 2 Aug 2018
DateE-pub ahead of print (current) - 18 Jun 2019

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...

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Springer Nature at https://link.springer.com/referenceworkentry/10.1007/978-981-13-1179-6_20-1. Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 163 KB, PDF document

    Embargo ends: 18/06/20

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