Abstract
The paper begins by arguing for the importance of the contribution of philosophy to educational research in general and then goes on to illustrate the contributions it can make to teacher education research sepcifically. Section 36.2 considers philosophy ‘of’ teacher education which might be concerned with epistemological, ontological and ethical questions about teacher education. It discusses epistemological questions around the kinds of knowledge teachers need, whether these relate to their subject or theoretical knowledge and ongoing questions around the theory practice relationship. Section 36.3 explores philosophy ‘as’ teacher education research. Examples of teacher educators’ own philosophical work argue for the importance of practical grounding in experience for both philosophical and empirical enquiry into teacher education. Finally, Sect. 36.4 reflects on the role of philosophy ‘in’ inter or multidisciplinary teacher education research.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bennett, T. (2013). Teacher proof: Why research in education doesn’t always mean what it claims, and what you can do about it. London: Routledge.
Bridges, D. (2017). Philosophy in educational research: Epistemology, ethics, politics and quality. Dordrecht: Springer
Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.
Floden, R. E., & Buchmann, M. (1990). Philosophical inquiry in teacher education. In: W. R. Houston (Ed.), Handbook of research on teacher education. New York: Macmillan; London: Collier Macmillan.
Fordham, M. (2015). Teachers and the academic disciplines. Paper presented to the annual conference of the Philosophy of Education Society of Great Britain, March 28–29.
Heilbronn, R., & Foreman-Peck, L. (Eds.). (2015). Philosophical perspectives on teacher education. Oxford: Wiley-Blackwell.
Hirst, P. (1974). Knowledge and the curriculum. London: Routledge and Kegan Paul.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
MacIntyre, A., & Dunne, J. (2002). Alasdair MacIntyre in dialogue with Joe Dunne. Journal of Philosophy of Education, 36(1), 1–19.
Oancea, A. (2014). Teachers’ professional knowledge and state-funded teacher education: A (hi)story of critiques and silences. Oxford Review of Education, 40(4), 497–519.
Oancea, A., & Orchard, J. (2012). The future of teacher education. Journal of Philosophy of Education, 46(4), 574–587.
Orchard, J., & Heilbronn, R. (2014). Developing ethical reflection on behaviour in the classroom http://blogs.heacademy.ac.uk/social-sciences/2014/09/22/developing-ethical-reflection-on-behaviour-in-the-classroom-2. Accessed April 9, 2015.
Peters, R. S., & White J. P. (1969). The philosopher’s contribution to educational research. Educational Philosophy and Theory, 1, 1–15.
Phillips, D. C. (2007). The contested nature of empirical research (and why philosophy of education offers little help). In D. Bridges & R. Smith (Eds.), Philosophy, methodology and educational research (pp. 311–332). Oxford: Blackwell.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
Winch, C., & Gingell, J. (2006). Philosophy and educational policy: A critical introduction. London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Bridges, D., Oancea, A., Orchard, J. (2017). On the Role of Philosophical Work in Research in Teacher Education. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_36
Download citation
DOI: https://doi.org/10.1007/978-981-10-4075-7_36
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-4073-3
Online ISBN: 978-981-10-4075-7
eBook Packages: EducationEducation (R0)