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The Future of Teacher Education

Authors

  • Alis Oancea,

  • Janet Orchard


Correspondence: Alis Oancea, University of Oxford Department of Education, 15 Norham Gardens, Oxford OX2 6PY, UK; Janet Orchard, University of Bristol School of Education, Helen Wodehouse Building, 35 Berkeley Square, Clifton BS8 1JA, UK.

Emails: alis.oancea@education.ox.ac.uk; edjlo@bristol.ac.uk

Abstract

Conceptions of teaching quality and teacher accountability, and the values and assumptions that underpin them, are relatively under-examined by policy makers. We suggest ways in which philosophers might address this deficit, with reference to policy concerns found in the United Kingdom (UK). Further philosophical questions are generated by this process of reflection and we offer a partial analysis of those we judge to be of particular significance. While optimistic generally, we identify three challenges to asserting a role for philosophical analysis in policy, practice and research concerned with teacher education, and urge philosophers of education to engage in constructive dialogue with other critical and reflective thinkers in the field of education.

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