White, J;
(2019)
Philosophy and Teacher Education in England: The Long View.
British Journal of Educational Studies
, 67
(2)
pp. 187-200.
10.1080/00071005.2018.1426830.
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Abstract
Until recently teacher education in England has always contained a ‘philosophical’ element – to do with what education is for in the light of human nature. The paper traces its history since 1839, through inspirational approaches – based first on religion and later on psychology – to the critical approach of R S Peters and his colleagues in the 1960s. It then looks at the existential crisis faced by this kind of philosophy of education after changes in education policy in the 1980s; and at ways it has found of overcoming it – at the expense, however, of partially turning away from its earlier raison d’être in teacher education. The paper concludes with a discussion of what would be needed for it to resume its old role.
| Type: | Article |
|---|---|
| Title: | Philosophy and Teacher Education in England: The Long View |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00071005.2018.1426830 |
| Publisher version: | https://doi.org/10.1080/00071005.2018.1426830 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | philosophy, religion, psychology, teacher education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10121337 |
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