‘Pursuing rational public defence’: Paul Hirst on teacher education

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Orchard
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引用次数: 0

Abstract

The question of the role of theory in initial teacher education was one that interested Paul Hirst throughout his long and distinguished academic career. When the story of teacher education in England is told by philosophers of education and, crucially, by teacher educators, we are reminded of Hirst’s contribution in two significant respects, as someone who both taught teachers and commented on the aim, purpose, and structure of teacher education. First, in the wake of the Robbins report, Hirst supported Peters in helping to establish education at London’s Institute of Education (IOE) as an academic subject which promoted theory, particularly philosophy, suited to the needs of pre-service teachers. Secondly, several decades later, Hirst provided invaluable comment on the influential Oxford Internship programme. This provision re-imagined the one-year professional programmes for postgraduates entering teaching as a partnership between schools and universities. Hirst’s commentary, while generous and supportive, argued that teachers needed greater attention paid to the pursuit of ‘rational public defence’ during their pre-service formation than was evident in the ‘practical theorising’ approach that underpins internship. Having examined Hirst’s contribution to and commentary on teacher education as a philosopher of education, I will argue that his example continues to offer insight today. In these neo-liberal times, there are ad hoc opportunities for philosophy of education to continue to be included meaningfully in teachers’ professional formation, although the extent and reach it can exercise are limited where the dominant discourse describes teachers as being ‘trained’ rather than educated. I offer examples of theory developing in practice, building on established ideas of what is appropriate.
“追求理性的公共辩护”:保罗·赫斯特谈教师教育
在保罗·赫斯特漫长而杰出的学术生涯中,理论在初级教师教育中的作用问题一直是他感兴趣的问题。当教育哲学家,尤其是教师教育者讲述英国教师教育的故事时,我们想起了赫斯特在两个重要方面的贡献,他既教导教师,又对教师教育的目标、目的和结构发表了评论。首先,在罗宾斯报告之后,赫斯特支持彼得斯帮助伦敦教育学院(IOE)建立教育作为一门学术学科,以促进理论,特别是哲学,以适应职前教师的需要。其次,几十年后,赫斯特为颇具影响力的牛津实习项目提供了宝贵的意见。这项规定重新设想了为研究生进入教学领域提供的为期一年的专业课程是学校和大学之间的合作伙伴关系。赫斯特的评论,虽然慷慨和支持,认为教师需要更多的关注追求“理性的公共辩护”在他们的职前培训,而不是明显的“实践理论化”的方法,支持实习。作为一名教育哲学家,我考察了赫斯特对教师教育的贡献和评论,我认为他的榜样在今天继续提供洞察力。在这些新自由主义时代,教育哲学有特别的机会继续被有意义地包括在教师的专业形成中,尽管它可以行使的范围和范围是有限的,因为主导话语将教师描述为“训练”而不是“教育”。我提供了一些在实践中发展理论的例子,这些理论是建立在关于什么是合适的既定观念之上的。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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