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Philosophical Perspectives on Teacher Education
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Table of Contents

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

About the Author

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).

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