David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
British Journal of Educational Studies 43 (4):365 - 383 (1995)
This article explores an approach to initial teacher education which emphasises the process of 'practical theorising' as the context in which educational theory can contribute to this professional education. The practical theorising approach is exemplified by reference to the Oxford Internship Scheme, and the article focusses especially on arguments against a practical theorising approach presented by Paul Hirst in a commentary on the Oxford scheme. These arguments are concerned with: the need for a public rationally defended consensual body of professional knowledge; the unreasonable demands which a practical theorising approach makes of student-teachers; and the perceived failure of a practical theorising approach, at least in the Oxford context, to differentiate adequately among different kinds of theory and their place in initial teacher education.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
George A. Kelly (1967). The Psychology of Personal Constructs (an Excerpt). In Donald C. Hildum (ed.), Language and Thought: An Enduring Problem in Psychology. London,: Van Nostrand, 37--44.
V. J. Furlong, P. H. Hirst, K. Pocklington & S. Miles (1990). Initial Teacher Training and the Role of the School. British Journal of Educational Studies 38 (1):84-86.
Citations of this work BETA
No citations found.
Similar books and articles
John Barrie (1992). Oxford Practice and Cambridge Theorising: Some Thoughts on Initial Teacher Education. Educational Philosophy and Theory 24 (1):1–16.
James Stillwaggon (2008). Performing for the Students: Teaching Identity and the Pedagogical Relationship. Journal of Philosophy of Education 42 (1):67-83.
Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) (1993). Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge.
Koichiro Misawa (2011). The Hirst-Carr Debate Revisited: Beyond the Theory-Practice Dichotomy. Journal of Philosophy of Education 45 (4):689-702.
Charles Clark (2011). Education(Al) Research, Educational Policy-Making and Practice. Journal of Philosophy of Education 45 (1):37-57.
Alis Oancea & David Bridges (2009). Philosophy of Education in the UK: The Historical and Contemporary. Oxford Review of Education 35 (5):553-568.
Eun-Sook Hong (2008). Reconstructing the Concept of 'Education as Initiation Into Practices'. Proceedings of the Xxii World Congress of Philosophy 37:107-114.
Melanie Walker (2003). Framing Social Justice in Education: What Does the 'Capabilities' Approach Offer? British Journal of Educational Studies 51 (2):168 - 187.
David Crook (2002). Educational Studies and Teacher Education. British Journal of Educational Studies 50 (1):57 - 75.
James Macallister (2012). Virtue Epistemology and the Philosophy of Education. Journal of Philosophy of Education 46 (2):251-270.
Brian Ellis (1995). Rethinking the Nature of Subject Studies in Primary Initial Teacher Education. British Journal of Educational Studies 43 (2):146 - 161.
John White (2009). Why General Education? Peters, Hirst and History. Journal of Philosophy of Education 43 (1):123-141.
Zhu Xiaoman & Liu Cilin* (2004). Teacher Training for Moral Education in China. Journal of Moral Education 33 (4):481-494.
Margaret Reynolds (1999). Standards and Professional Practice: The TTA and Initial Teacher Training. British Journal of Educational Studies 47 (3):247 - 260.
Added to index2011-05-29
Total downloads5 ( #483,899 of 1,790,225 )
Recent downloads (6 months)1 ( #427,635 of 1,790,225 )
How can I increase my downloads?