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Philosophy for teachers (P4T) in South Africa–re-imagining provision to support new teachers’ applied ethical decision-making

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)333-350
Number of pages18
JournalEthics and Education
Volume14
Issue number3
Early online date6 Jun 2019
DOIs
DateAccepted/In press - 8 May 2019
DateE-pub ahead of print - 6 Jun 2019
DatePublished (current) - 3 Jul 2019

Abstract

Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching (Maxwell et al 2016). One initiative responding to this deficit is ‘Philosophy for Teachers’ (‘P4T’), a twenty four hour residential approach to community philosophy. Piloted originally in England (Orchard et al 2016), a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western Cape . Significant new insights to emerge included greater clarity on the respective contributions of P4T and other initiatives already applying ‘P4C’ to address professional ethics (e.g. Murris 2016) within teacher education. In particular, P4T re-framed within this new context can be seen to create shared space for reflection on teacher identity and the complexity of difference amd ‘otherness’ in classroom practice.

    Research areas

  • community of enquiry, Ethical deliberation, philosophy, teacher education, teacher identity

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Documents

  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at https://doi.org/10.1080/17449642.2019.1617392 . Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 316 KB, PDF document

    Embargo ends: 6/12/20

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    Licence: Other

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