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Philosophy and Teacher Education in England: The Long View

White, J; (2019) Philosophy and Teacher Education in England: The Long View. British Journal of Educational Studies , 67 (2) pp. 187-200. 10.1080/00071005.2018.1426830. Green open access

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Abstract

Until recently teacher education in England has always contained a ‘philosophical’ element – to do with what education is for in the light of human nature. The paper traces its history since 1839, through inspirational approaches – based first on religion and later on psychology – to the critical approach of R S Peters and his colleagues in the 1960s. It then looks at the existential crisis faced by this kind of philosophy of education after changes in education policy in the 1980s; and at ways it has found of overcoming it – at the expense, however, of partially turning away from its earlier raison d’être in teacher education. The paper concludes with a discussion of what would be needed for it to resume its old role.

Type: Article
Title: Philosophy and Teacher Education in England: The Long View
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00071005.2018.1426830
Publisher version: https://doi.org/10.1080/00071005.2018.1426830
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: philosophy, religion, psychology, teacher education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10121337
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