NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1356351
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1911
EISSN: EISSN-1465-3397
Available Date: N/A
Reframing Teacher Education in England: The Case for a "Bildung" Orientated Approach
Educational Review, v74 n5 p1012-1028 2022
"Bildung" has a long tradition in continental European education but in England it is less well known and is underused to theorise about education. In this paper the German concept of "Bildung" is applied to pre-service teacher education in England where teacher education has become increasingly dominated by instrumental and technicist approaches that encroach on the development of professional values and educational wisdom. Nevertheless, criticisms to current trends in teacher education do exist in England with programmes that include values-based elements challenging the prevailing norms of this performativity driven approach. This paper adds to those criticisms by proposing "Bildung" as an underpinning philosophy of teacher education and as an unusual lens with which to reframe teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A