ABSTRACT
How can philosophers contribute to the preparation of school teachers? Can courses in philosophy of education or social foundations of for pre-service teachers contribute significantly to this end? If not, then in what other ways might philosophers be useful in teacher education? To make a start on these questions, I first construct a working conception of teacher education and its aims. I consider teacher education as practical training aimed to prepare teacher education candidates to cope with the challenges of classroom teaching in their early professional years. I characterize this challenge in terms of assisting candidates in reconstructing ‘theories -in- use’ about teaching—acquired during their years as student years—into more effective pedagogical habits through reflection, dialogue, and acquisition of the knowledge base for teaching grounded in research. As I progress, I indicate pegs for possible philosophical interventions, which I address explicitly in the final section.
