The Status of Philosophy of Education in the Curricula of Preservice Teacher Education Programs in Canada
Keywords:
philosophy of education, preservice teacher education, teacher preparation, educational theoryAbstract
Philosophy of education is alive and well in Canada today. Data derived from teacher education institutions in the spring of 1977 indicated that as a component in the curricula of preservice teacher education programs it is (a) organized and approached from three perspectives: historical, analytic, and normative; (b) compulsory as a separate subject in 18 institutions, a constituent of a general foundations course in 9, a foundational option in 15, a free elective in 2; (c) required in initial programs because of its potential to clarify educational concepts and/or give perspective and direction to the entire program; not required either because of inadequate preparation on the part of the candidates or because of a belief in the mechanical nature of teaching; (d) allotted from one to five semesters; (e) perceived by instructors as extremely important, by students as irrelevant. Experimental programs are being designed to bridge the apparent gap between the theoretical and practical aspects of the curriculum.
References
Akinpelu, J. A. Foundational studies in teacher education: Relevance reconsidered. Journal of Educational Thought, 1975, 9, 192-205.
Anderson, R. N., Lawson, R. F., Schnell, R. L., & Swift, D. T. Foundation disciplines and the study of education. Toronto: Macmillan, 1968.
Barrow, R. The Canadian curriculum: A personal view. London: University of Western Ontario, 1979.
Bhattacharya, N. C. Philosophy, education, and teacher education. Teacher Education, 1971, 4, 26-34.
Bhattacharya, N. C. Why a Canadian Philosophy of Education Society? Canadian Society for the Study of Education Bulletin, 1975, 5, 12-13.
Burke, D. R., & Howard, V. A. On turning the philosophy of education outside-in. British Journal of Educational Studies, 1969, 17, 5-15.
Calam, J. Diversity and despair in the education of teachers. In H. A. Stevenson & J. D. Wilson (Eds.), Percepts, policy and process: Perspectives in contemporary Canadian education. London: Alexander, Blake Associates, 1977.
Crittenden, B. Report on the questionnaire on teaching positions in philosophy of education, Canada, 1972. Toronto: Ontario Institute for Studies in Education, 1972.
Gillett, M., & Laska, J. A. Foundation studies in education: Justifications and new directions. Metuchen, New Jersey: Scarecrow Press, 1973.
Hare, W. Analytical philosophy of education. Teacher Education, 1973, 6, 66-74.
Harrison, J. L. On Canadian philosophy of education. Manitoba Journal of Educational Research, 1970, 6, 53-58.
Jackson, M. J. B. (Ed.). Ethics, epistemology and education. New York: Simon and Schuster, 1974.
Lucas, C. J. The demise of educational philosophy. The School Review, 1971, 79, 269-277.
MacIver, D. A. Can linguistic philosophers teach teachers anything worthwhile? Teacher Education, 1972, 5, 44-49.
MacIver, D. A. (Ed.). The education of teachers in Canada. Edmonton: Canadian Society for the Study of Education, 1978.
Nash, R. J., Shiman, A., & Conrad, D. R. Can the foundations of education survive? Grappling with our death wish. Journal of Teacher Education, 1977, 28, 4-7.
Phillips, C. E. The development of education in Canada. Toronto: Gage, 1957.
Smitheram, V. Teacher education: Perseverance or professionalism. Report of the Committee on Teacher Education. Charlottetown: University of Prince Edward Island, 1971.
Smitheram, W., & Hillis, E. S. Avoiding guaranteed failure. In D. Myers & F. Reid (Eds.), Educating teachers: Critiques and proposals. Toronto: The Ontario Institute for Studies in Education, 1974.
The CEA Handbook, 1976. Toronto: The Canadian Education Association, 1976.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.
