Reintegrating Philosophy More Effectively Into Initial Teacher Education
DOI :
https://doi.org/10.53967/cje-rce.7267Mots-clés :
initial teacher education, philosophy, RS PetersRésumé
Le rôle de la philosophie a été progressivement minimisé dans la formation initiale des enseignants, malgré les avantages qu'elle peut apporter aux enseignants. L'une des raisons pour lesquelles elle a été marginalisée est la manière dont elle était enseignée. Je présente certaines critiques relativement négligées formulées par R. S. Peters à l'encontre de la méthode d'enseignement historique des fondements philosophiques, ainsi que certaines de ses suggestions sur la manière d'intégrer la philosophie de l'éducation dans la formation initiale des enseignants. En m'appuyant sur des propositions plus récentes de philosophes de l'éducation, je soutiens que certaines des suggestions de Peters pourraient contribuer à relever certains des défis urgents auxquels est confrontée aujourd'hui la formation des enseignants. J'examine ensuite comment ces suggestions pourraient être intégrées dans un cours sur les fondements philosophiques dans la formation initiale des enseignants, en mettant par exemple l'accent sur les problèmes pratiques rencontrés par les enseignants dans leur pratique et en analysant la dichotomie entre l'éducation traditionnelle et l'éducation progressiste. La mise en place et le maintien d'un processus d'apprentissage sur les moyens plus efficaces d'intégrer la philosophie dans la formation initiale des enseignants nous aideraient à plaider en faveur de sa (ré)introduction significative.
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