ABSTRACT

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides an appraisal of teacher expertise, the beliefs and values teacher candidates bring to their practice, and how the factors interface with the typical structure of teacher education programmes. It argues that teachers should be encouraged to develop “textured” forms of professional judgement that involve the ability to respond sensitively to complex ethical situations and think through and debate educational issues. The book discusses the problems-based approach to teaching and learning in educational foundations coursework. It explores the focus to philosophy’s role in a specific area of teacher education, the preparation of science teachers and presents a historical account of the liberal arts in the education of teachers. The book examines the place of educational foundations in teacher education courses where, the last vestiges of philosophy of education content are most likely to be found.