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).