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- Title
教师教育的哲学省思:心灵、知识与实践.
- Authors
简成熙
- Abstract
Many scholars appeal that teacher education should take both pre- and post-vocation into account in recent years. They also anticipate to use the term of "teacher education" replacing "normal education". In the development of teacher education in the east and west, its academic and professional characteristics are still not approved. Scholars always try to figure out how educational theories guide practice. In the 1960s, Peters, Hirst, Scheffler justify the rational pattern of teacher education, starting with their educational views on mind and knowledge closely. However, it gradually has become the mainstream that people attached the importance to practical pattern of teacher education, technique and market logic since 1980s. In fact, Dewey appreciated the laboratory model than apprenticeship model a hundred years ago, which is rather remarkable. Obviously, the rivalry between rational and practical pattern of teacher education is just the different interpretations of mind and knowledge in educational theories and practice. Therefore, it cannot be neglected to reflect the concepts of mind and knowledge in terms of philosophy for exploring teacher education.
- Publication
Teacher Development Research, 2020, Vol 4, Issue 2, p54
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2020.02.007