Teacher educators embrace philosophy: reflections on a new way of looking at preparing pre-service teachers

Mergler, Amanda and Curtis, Elizabeth ORCID: https://orcid.org/0000-0001-7561-4910 and Spooner-Lane, Rebecca (2009) Teacher educators embrace philosophy: reflections on a new way of looking at preparing pre-service teachers. Australian Journal of Teacher Education, 34 (5). pp. 1-14.

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Over the last decade in Australia, the role of the teacher has changed. Teachers are now expected to model and foster in their students a wide range of skills such as critical thinking, self-regulated learning, knowledge of self and others and lifelong learning. These changes are having a significant impact on the design of pre-service teacher education programmes, with university educators reevaluating the teacher training curriculum and embedded pedagogical processes in order to consider how they might develop these skills in pre-service teachers. One approach is to consider the processes and practices inherent in philosophical inquiry. This paper reports on three participants’ reflections of a 12-week philosophy programme that was conducted for teacher educators at Queensland’s University of Technology (QUT) in 2008. The programme was facilitated by teachers from Buranda State School who have been teaching philosophy in their P-7 school for more than ten years. This paper provides insight into teacher educators’ reflections on the philosophy programme and the associated changes and challenges of implementing such a programme in pre-service teacher education degrees.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 11 May 2020 03:32
Last Modified: 11 May 2020 03:33
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Identification Number or DOI: doi:10.14221/ajte.2009v34n5.1
URI: http://eprints.usq.edu.au/id/eprint/38640

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