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- Title
教师哲学的理据、内涵与实践路径.
- Authors
高振宇; 谢摇悦
- Abstract
Teachers are natural “philosophers", and philosophizing is an inevitable behavior in their educational life. Although the traditional teacher education system also recognizes this point, it does not make teachers have a strong interest in philosophy, nor can it have a real impact on their educational practice. This is because it does not take into full account the unique way teachers learn. The birth of philosophy for teachers helps to reverse the embarrassing situation of philosophy in the teacher education system, and has a more significant effect on the professional development of teachers. Philosophy for teachers is a concept of “trinity". It firstly refers to the philosophy facing teachers, secondly it is to do philosophy with teachers, and finally it is the philosophy based on teachers themselves. From an international perspective, there are mainly three practical models of philosophy for teachers, namely, supporting teachers to write the statements of teaching philosophy, constructing the community of the inquiry of philosophy for teachers and carrying out the project of “philosophers in campus".
- Publication
Teacher Development Research, 2021, Vol 5, Issue 1, p60
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2021.01.009