Preface vii
Janet Orchard and Alis Oancea
Acknowledgements xi
Notes on Contributors xii
Editors’ Introduction xviii
Ruth Heilbronn and Lorraine Foreman-Peck
Part 1 What Do Teachers Need to Know? 1
1 How Does a Competent Teacher Become a Good Teacher?: On
Judgement, Wisdom and Virtuosity in Teaching and Teacher Education
3
Gert Biesta
2 Learning to Teach and Becoming a Teacher: Techne and Phronesis
23
Colin Wringe
3 The Idea of a University and School Partnership 38
James Macallister
Part 2 What Makes a Good Teacher? 55
4 Why We Need a Virtue Ethics of Teaching 57
Chris Higgins
5 Wigs, Disguises and Child’s Play: Solidarity in Education
76
Ruth Heilbronn
6 To Believe, to Think, to Know – to Teach?: Ethical
Deliberation in Teacher Education 89
Damien Shortt, Paul Reynolds, Mary McAteer and Fiona Hallett
Part 3 Being a Teacher? 109
7 The Role of Higher Education in Teacher Education: A
Reorientation Towards Ontology 111
David Aldridge
8 Cultivating Human Capabilities in Venturesome Learning
Environments 132
Padraig Hogan
9 Towards a Theory of Well]Being for Teachers 152
Lorraine Foreman]Peck
References 167
Index 000
Ruth Heilbronn researches and lectures at the Instituteof Education, University of London, where she has led various teamsengaged in teacher education. She is co-editor of CriticalPractice in Teacher Education (2010), and an executive memberof the Philosophy of Education Society of Great Britain. Lorraine Foreman-Peck is an Honorary Research Fellow atOxford University s Department for Education. She isco-author, with C. Winch, of Using Educational Research toInform Practice: A Practical Guide to Practitioner Research inUniversities and Colleges (2010).
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