Where is Philosophy of Education in the Teacher Education Program in Australia?

Stephen Bolaji, Wayne Andrew Pollock

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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Abstract

In the last decade, Australian teacher education programs have gone through
a shift to accommodate the Commonwealth Government’s aim of global best
practices and international assessment benchmarks. Higher education service
providers adapted to that agenda by tailoring programs toward government
standards. These standards are reflected in a range of programs and curriculum
offerings by educational institutions to prepare pre-service teachers for career
teaching. An appraisal of the teacher education curriculum against the intentions
of national goals sees a narrowing of teaching initiatives. These initiatives
and goals are primarily restricted to specialist curriculum areas and specific
professional skills. Pre-service teachers currently enter schools without adequate
educational foundational knowledge and without a philosophical understanding of
how to engage and develop creative minds in 21st-century teaching and learning.
In this paper, we argue that the foundation of achieving creative minds is through
the integration of philosophy of education within the Australian curriculum use of
explicit and implicit teaching models.
Original languageEnglish
Title of host publicationAfrican Education and Diaspora Studies
EditorsStephen D. Bolaji, Adesoji Oni, Stella C. Anyama
Place of PublicationDarwin
PublisherCharles Darwin University
Chapter1
Pages1-11
Number of pages11
Edition1
ISBN (Electronic) 978-0-6487995-1-1
ISBN (Print)978-0-6487995-0-4
Publication statusPublished - 15 Jul 2022

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