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999			_c578 _d578
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005			20251027105652.0
008			190802s2020 nyu b 001 0 eng
010			_a 2019026859
020			_a9781138386365 _q(hardback)
040			_aDLC _beng _erda _cDLC
042			_apcc
050	0	0	_aLB14.7 _b.I48 2020
082	0	0	_aGrad 370.711 _bI346 2020
245	0	4	_aThe importance of philosophy in teacher education : _bmapping the decline and its consequences / _cedited by Andrew D. Colgan & Bruce Maxwell.
263			_a1909
264		1	_aNew York, NY : _bRoutledge, _c2020.
300			_avi, 217 pages.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aRoutledge international studies in the philosophy of education
504			_aIncludes bibliographical references and index.
505	0		_aInformation Classification: GeneralContentsEditors' IntroductionAndrew Colgan and Bruce MaxwellPart I. Diagnosis and Prognosis1. The Decline of Philosophy in Educational Study and Why it MattersRobin Barrow2. Schools of education and John Dewey: The end of the romance?  David I. Waddington3. Habermas's Emancipatory Interest for Teachers: A Critical Philosophical Approach to Teacher EducationMathew HaydenPart II. Philosophy and Teacher Development4. Philosophy in Teacher EducationLeonard Waks5. Philosophy for (Thinking) TeachersJanet Orchard & Carrie Winstanley6. A Problems-Based Approach in Philosophy of EducationDianne Gereluk7. The Contribution of Philosophy to Science Teacher EducationMichael MatthewsPart III. Historical Perspectives8. Philosophy, the Liberal Arts and Teacher EducationDouglas Yacek and Bruce Kimball9. The Value of Educational Foundationsin Teacher EducationLee Duemer10. Philosophy, Teaching, and Teacher Education at Teachers College,Columbia University: A Program StoryDavid Hansen and Megan Laverty<br><br>
520			_a"The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development. Touching on key points in history, this valuable collection of chapters accurately appraises the global decline of philosophy of education in teacher education programs and seeks to understand the external and endemic causes of changed attitudes towards a discipline which was once assigned such a central place in teacher education. Chapters illustrate how a grounding in the theoretical and ethical dimensions of teaching, learning, and education systems contribute in meaningful ways to being a good teacher, and trace the consequences of a decline in philosophy on individuals' professional development and on the evolution of the teaching profession more broadly. With this in mind, the text focusses on the future of teacher education and considers how we can ensure that philosophy of education feeds into the excellence of teaching today. This book will be of great interest to graduate, postgraduate students as well as research scholars in the field of educational philosophy and history of education. In addition, it will be useful for those involved in teacher education, and in particular, course, module and program development"-- _cProvided by publisher.
650		0	_aEducation _xPhilosophy.
650		0	_aTeaching _xPhilosophy.
650		0	_aTeachers _xTraining of.
700	1		_aColgan, Andrew D., _eeditor.
700	1		_aMaxwell, Bruce, _d1972- _eeditor.
776	0	8	_iOnline version: _tThe importance of philosophy in teacher education _dNew York, NY : Routledge, 2020. _z9780429426827 _w(DLC) 2019026860
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cCIR