CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Educational studies, critical teacher preparation and the liberal arts: A view from the usa

Tác giả

Beyer L.E.

Năm xuất bản

1992

Source title

Journal of Education for Teaching

Số trích dẫn

DOI

10.1080/0260747920180203

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-0041139465&doi=10.1080%2f0260747920180203&partnerID=40&md5=d89060186318ed866f3de95c5dbedcd8

Tóm tắt

The preparation of teachers has long been viewed as a program area with interests, tendencies, and aims that make it both different from and inferior to the areas of study associated with the liberal arts. Yet the study of education may combine intellectual rigor, concerns for social justice, and a commitment to praxis, that can indeed add much to liberal learning. Teacher preparation within this context confronts the dominant tendencies toward technical rationality, apolitical neutrality, the efficient attainment of pre-established and uncriticized outcomes, and the reproduction of inequalities toward which these things propel us. This article supports the view that inquiry, political action, and moral discourse are to be intertwined within programs of teacher preparation, and provides examples of how this may be accomplished. © 1992, Taylor & Francis Group, LLC. All rights reserved.

Từ khóa

Tài liệu tham khảo

Addresses and Journal of Proceedings, (1871); Bernstein R.J., Beyond Objectivism and Relativism: science, hermeneutics, and praxis (Philadelphia, (1983); Beyer L.E., Knowing and Acting: inquiry, ideology, and educational studies, (1988); Beyer L.E., Can schools further democratic practices?, Theory into Practice, 27, 4, pp. 262-269, (1988); Beyer L.E., Issues and Practices in Inquiry-oriented Teacher Education, (1991); Beyer L.E., Schooling, moral commitment, and the preparation of teachers, Joural of Teacher Education, 42, pp. 201-210, (1991); Beyer L.E., Feinberg W., Pagano J.A., Whitson J.A., Preparing Teachers as Professionals: the role of educational studies and other liberal disciplines, (1989); Beyer L.E., Zeichner K.M., Teacher training and educational foundations: a plea for discontent, Journal of Teacher Education, 33, pp. 18-23, (1982); Borrowman M.L., The Liberal and Technical in Teacher Education, (1956); Cairns H., The Collected Dialogues of Plato, (1961); Cornford F.M., Plato's Theory of Knowledge, (1957); Devane W.C., The American University in the Twentieth Century, (1957); Edwards R., Contested Terrain, (1979); Feyerabend P., Against Method: outline of an anarchistic theory of knowledge, (1978); Foucault M., The Order of Things: an archeology of the human sciences, (1970); Gadamer H.G., Truth and Method, (1982); Glazer N., The schools of the minor professions, Minerva, 12, 3, pp. 346-364, (1974); Grube G.M.A., Plato's Thought, (1958); Habermas J., Knowledge and Human Interests, (1971); Hamilton E., Cairns H., The Collected Dialogues of Plato, (1961); Hanson N.R., Patterns of Discovery: an inquiry into the conceptual foundations of science, (1972); Harding S., The Science Question in Feminism, (1986); Hoffman N., Woman's ‘True’Profession: voices from the history of teaching, (1981); Tomorrow's Teachers: a report of the Holmes Group, (1986); Tomorrow's Schools: principles for the design of professional development schools: a report of the Holmes Group, (1990); Keller E.F., Reflections on Gender and Science, (1985); Ker I.T., John Henry Newman, The Idea of a University, (1976); Komisar B.P., Mcclellan J.E., The logic of slogans, Language and Concepts in Education, (1961); Kuhn T.S., The Structure of Scientific Revolutions, (1970); Lakatos I., (1963–64) Proofs and refutations, British Journal for the Philosophy of Science, 14, pp. 296-342; Lakatos I., Falsification and the methodology of scientific research programmes, Criticism and the Growth of Knowledge, (1974); Lasch C., (1984); Liston D.P., Zeichner K.M., Teacher Education and the Social Conditions of Schooling, (1991); Noble D., Forces of Production: a social history of industrial automation, (1984); Popper K.R., The Logic of Scientific Discovery, (1968); Popper K.R., Conjectures and Refutations, (1969); Rorty R., Philosophy and the Mirror of Nature, (1979); Rorty R., Contingency, Irony, and Solidarity, (1989); Scheffler I., Science and Subjectivity, (1967); Toulmin S., Human Understanding, 1, (1972); Williams R., The Long Revolution, (1961); Woolf V., Three Guineas, (1938)