Philosophy for Teachers (P4T) – developing new teachers’ applied ethical decision-making

Orchard, Janet; Heilbronn, Ruth; Winstanley, Carrie

doi:10.1080/17449642.2016.1145495

Cited by 27 publications

(26 citation statements)

References 13 publications

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“…Irrespective of its geographical location, teaching is always influenced and impacted upon by specific social-cultural contexts, which are constantly changing and are fraught with moral ambiguity (Orchard, Heilbronn and Winstanley 2016). Pre-service teachers do not yet have the necessary knowledge, skills, and aptitudes to navigate these contingencies, and our Faculty is certainly not the only teacher education space in Africa, or elsewhere, where the priority of teaching as a relational practice, is being neglected.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

Tracking five years of teacher education enrolment at a South African university: Implications for teacher education

Davids

Waghid

2020

SAJHE

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The faculty in which we are based offers two initial teacher training programmes: the Postgraduate Certificate in Education (PGCE); and the four-year BEd qualification-allowing students to pursue a specialisation in either the foundation or intermediate phase. Compared to other faculties, the Faculty of Education occupies the somewhat precarious label of being one of the "most transformed" faculty in the university. In other words, given the historical privilege of the university, the Faculty of Education is considered to have shown the most evident strides towards transformation in terms of racial representation. A cursory glance at statistics of student enrolments over a five-year period, provides interesting insights-insights, which, as we shall discuss in this article, should be interpreted with great caution. The interest and purpose of this article is to use the student enrolment statistics at a historically advantaged university as one indicator of a representative sample of teachers, who are likely to enter South African schools. The interest, on the one hand, is to gain an idea of the corpus of enrolled student teachers-by taking account of race and gender. On the other hand, we intend to use this data to further our discussions on representation, and the implications for teacher education, and hence, teaching. In the background, are inevitable concerns centring on notions of representation in relation to conceptions of transformation.

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Section: Implications For Teacher Educationmentioning

confidence: 99%

Tracking five years of teacher education enrolment at a South African university: Implications for teacher education

Davids

Waghid

2020

SAJHE

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“…In the current context ‘being solid with’ means endorsing their work and supporting them in their gaining the relevant skills and knowledge and most importantly also ‘sharing their burdens’, the tensions and contradictions of teacher existence (Heilbronn, , p. 46). Teacher educators particularly have a responsibility to prepare the teachers they form ‘to understand the moral and ethical complexities of their role, to enable them to reflect ethical actions and decisions in their professional practice’ (Campbell, , p. 255), Often in pre‐service and in‐service education the time and opportunity to reflect on these matters and to develop these dispositions is woefully lacking (Heilbronn, ; Orchard et al ., ). With the confidence to face such ambiguity it is hoped that teachers will have the courage to also remain solid, that is be in solidarity, with their students.…”

Section: Resultsmentioning

confidence: 97%

Dewey and Culture: Responding to ‘Extreme Views’

Heilbronn¹

2016

Journal of Philosophy of Education

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“…But policy writers do not work in a ‘vacuum’ and are themselves dependent on the work of school staff and researchers. For example, in recent years an important theme amongst philosophers of education has centred on how philosophy can be brought to illuminate the landscape of policy and practice, and many philosophers may have direct expertise in this area (Arthur et al ., 2016; Bridges, 2017; Curren, 2017; Webster & Pring, 2018; Orchard & Davids, 2019; White, 2019; Biesta, 2020). Whilst many philosophers of education are now or have been teachers, as school staff have to enact such policy, it makes sense to not only bring them into such conversations, but also listen seriously and take account of their particular expertise.…”

Section: Possibilities For Online Friendshipmentioning

confidence: 99%

Keeping company: Educating for online friendship

Healy

2020

British Educational Res J

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The possibility of online Aristotelian virtue friendships via social network sites continues to be raised by philosophers, but as yet this has not been positioned within the realm of children or adolescents, who are known to be amongst the largest users of social media. Governmental agencies across the globe still struggle to define the boundaries of online usage for children, often depending on school-based curricula highlighting 'safe-guarding' online or some form of character education. This, however, often leaves the philosophical thinking behind virtual relationships as incompletely addressed in educational theory, policy and practice, despite there being some very real difficulties for children. Utilising the insights of Aristotle on friendship, I offer a view that may hold potential for a philosophically based policy. I outline three different ways this philosophical literature could have implications for education and indicate the types of policy that each might entail. I will contend that there are three distinct stakeholders here that can be identified as having a significant role to play in what we should do: the schools themselves, educational researchers and policy writers. Finally, I suggest ways in which research, policy and practice might link together.

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Philosophy for Teachers (P4T) – developing new teachers’ applied ethical decision-making

Cited by 27 publications

References 13 publications

Tracking five years of teacher education enrolment at a South African university: Implications for teacher education

Tracking five years of teacher education enrolment at a South African university: Implications for teacher education

Dewey and Culture: Responding to ‘Extreme Views’

Keeping company: Educating for online friendship

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