Philosophy for teachers (P4T) in South Africa – re-imagining provision to support new teachers’ applied ethical decision-making
Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’ (‘P4T’), a 24-hour residential approach to community philosophy. Piloted originally in England, a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western Cape. Significant new insights to emerge included greater clarity on the respective contributions of P4T and other initiatives already applying ‘P4C’ to address professional ethics within teacher education. In particular, P4T re-framed within this new context can be seen to create shared space for reflection on teacher identity and the complexity of difference and ‘otherness’ in classroom practice.
Description
CITATION: Orchard, J. L. & Davids, N. 2019. Philosophy for teachers (P4T) in South Africa – re-imagining provision to support new teachers’ applied ethical decision-making.
Ethics and Education, 14(3):333-350, doi:10.1080/17449642.2019.1617392.
The original publication is available at https://www.tandfonline.com
The original publication is available at https://www.tandfonline.com
Keywords
Teacher education -- South Africa
Citation
Orchard, J. L. & Davids, N. 2019. Philosophy for teachers (P4T) in South Africa – re-imagining provision to support new teachers’ applied ethical decision-making.
Ethics and Education, 14(3):333-350, doi:10.1080/17449642.2019.1617392