Values Added: The Uses of Educational Philosophies in an Accelerated Teacher Training Program

Abstract
In this article I report on the ways that an educational philosophies course in a performance-based program enables teacher candidates to identify, reflect upon, and evaluate a wide range of educational purposes. The context for the report is an accelerated graduate program in childhood education at a small urban college where intensive fieldwork is required every semester and applied learning is the norm. Using teacher candidates? reactions to selected texts in the history of educational thought as evidence, I aim to show that an encounter with provocative foundational ideas can promote effective value-formation and reflective analysis of educational practice
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DOI 10.1080/00131946.2011.621074
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References found in this work BETA

An Essay Concerning Human Understanding.John Locke - 1979 - Revue Philosophique de la France Et de l'Etranger 169 (2):221-222.
Child-Centred Education and its Critics.J. Darling - 1995 - British Journal of Educational Studies 43 (4):479-479.
Social Foundations Educators of the World Unite! An Action Plan for Disciplinary Advocacy.Nakia S. Pope & Kurt Stemhagen - 2008 - Educational Studies: Journal of the American Educational Studies Association 44 (3):247-255.

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