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Philosophical perspectives on teacher education /
"Philosophical Perspectives on Teacher Education presents a series of well-argued, thought-provoking essays that point to the ethical considerations that should be addressed when proposing and implementing teacher training and educational policies and practices"--
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Chichester, West Sussex, UK ; Malden, MA :
Wiley Blackwell,
2015.
|
| Colección: | Journal of philosophy of education book series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Philosophical perspectives on teacher education / |c edited by Ruth Heilbronn and Lorraine Foreman-Peck. |
| 264 | 1 | |a Chichester, West Sussex, UK ; |a Malden, MA : |b Wiley Blackwell, |c 2015. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a The journal of philosophy of education book series | |
| 520 | |a "Philosophical Perspectives on Teacher Education presents a series of well-argued, thought-provoking essays that point to the ethical considerations that should be addressed when proposing and implementing teacher training and educational policies and practices"-- |c Provided by publisher | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Title Page -- Copyright Page -- Contents -- Preface -- Acknowledgements -- Notes on Contributors -- Editors' Introduction -- Part 1 What Do Teachers Need to Know? -- Chapter 1 How Does a Competent Teacher Become a Good Teacher?: On Judgement, Wisdom and Virtuosity in Teaching and Teacher Education -- The Limits of Competence-Based Teacher Education -- On the 'Nature' Of Education: Teleology and the Three Domains of Educational Purpose -- Why Do We Need Judgement in Teaching? Purpose, Form, Balance, Trade-Offs and Pragmatism -- What Kinds of Judgement do we Need in Teaching? Practical Knowledge and Practical Wisdom -- How Can Teachers Become Capable of Educational Judgement? -- Concluding Comments -- Notes -- Chapter 2 Learning to Teach and Becoming a Teacher: Techne and Phronesis -- Procedures -- Procedures and Skill -- Education and Skill -- Learning to Teach: Delivering the Curriculum Effectively -- Becoming a Teacher: Beyond Procedures and Skill -- Education and Philosophy -- Chapter 3 The Idea of a University and School Partnership -- What Space for Exploration of 'Theory' in Uk Teacher Education of the Future? -- The Idea of a University -- The Foundation Disciplines of Education -- The Idea of University and School Partnership -- Notes -- Part 2 What Makes a Good Teacher? -- Chapter 4 Why We Need a Virtue Ethics of Teaching -- Saints and Scoundrels -- A Brief for Teacherly Self-Cultivation -- From the Terrain of Teaching to the Definition of Professional Ethics -- Notes -- Chapter 5 Wigs, Disguises and Child's Play: Solidarity in Education -- Introduction -- Teacher Beliefs and Values -- Solidarity as a Teacher Educator -- Solidarity with Pupils and Play -- Solid with and Solid Against? -- Conclusion -- Note -- Chapter 6 To Believe, to Think, to Know -- to Teach?: Ethical Deliberation in Teacher Education -- Teaching as a Moral Profession. | |
| 505 | 8 | |a Ethical Deliberation: What is it? -- Facilitating Ethical Deliberation -- Methodology and Methods -- Data Presentation, Analysis and Discussion -- Conclusions and Recommendations -- Part 3 Being a Teacher? -- Chapter 7 The Role of Higher Education in Teacher Education: A Reorientation Towards Ontology -- Introduction -- The Ontological Turn in Higher Education -- The Dialogic Event of Teacher Education -- Implications for The Being of Students and Teacher Educators in Higher Education -- Chapter 8 Cultivating Human Capabilities in Venturesome Learning Environments -- Introduction -- Venturesome Learning Environments and Their Domains of Relations -- The Possible and The Practical: Research on Learning Environments in a Policy Context -- Conclusion -- Chapter 9 Towards a Theory of Well-Being for Teachers -- Introduction -- What is Meant by 'Well-Being'? -- Challenges to Teachers' Well-Being -- What are The Elements of Well-Being for Teachers? -- Developing Self-Knowledge -- Reflection -- Well-Being and Professional Development -- Conclusion -- Note -- References -- Index -- EULA. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Teachers |x Training of |x Philosophy. | |
| 650 | 6 | |a Enseignants |x Formation |x Philosophie. | |
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| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Teachers |x Training of |x Philosophy |2 fast | |
| 700 | 1 | |a Heilbronn, Ruth, |e editor. | |
| 700 | 1 | |a Foreman-Peck, Lorraine, |e editor. | |
| 700 | 1 | 2 | |a Biesta, Gert. |t How does a competent teacher become a good teacher? |
| 758 | |i has work: |a Philosophical perspectives on teacher education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGYPdwR7h9rRTMVDtj6btX |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Philosophical perspectives on teacher education. |d Hoboken : John Wiley & Sons Inc., 2015 |z 9781118977668 |w (DLC) 2014050206 |
| 830 | 0 | |a Journal of philosophy of education book series. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=2037989 |z Texto completo |
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