This article aims to delve into the theoretical perspective on imagination in education, focusing specifically on Imaginative Education theory. The approach involves a dual objective: critically analyzing the limitations and specific potentials of Imaginative Education to stimulate contemporary discourse on imagination in education and using it as…

This article brings stories of teaching and learning to teach in China into conversation with Aristotle's intellectual virtue "techne" and its reinterpretations. The intent is to challenge the overwhelming trend of instrumental rationality in teaching and teacher education in both China and Canada. I explore and thicken the concept of…

This conceptual paper aims to characterize science teachers' practical knowledge utilizing a virtue-based theory of knowledge and the Aristotelian notion of phronesis/practical wisdom. The article argues that a greater understanding of the concept of phronesis and its relevance to science education would enrich our understandings of teacher…

Evidence receives elevated attention in teacher education today, and this attention fuels the urge to identify the impact of evidence for teaching. However, this identification turns out to be difficult: Evidence is only infrequently used by teachers to explain or justify action, and this empirically documented situation is argued to be due to a…

Two areas of investigation and professional practice--language teachers' philosophies and language teacher cognition--can be considered as related, perhaps overlapping, insofar as they are both the result of thought. The concept of a philosophy of teaching may hold together sets of language teacher cognitions, or guide specific investigations of…

The current study examined Early Childhood Education (ECE) teachers' understanding, attitudes and demographic influences regarding inclusion in ECE. Embedded within inclusive pedagogical philosophy, the present descriptive study draws on a sample of 21 ECE teachers purposively selected from ECE settings in Mashonaland West educational province of…

Theory is taught to preservice teachers from the moment they enter the education program until they graduate. While theory serves as the foundation in many teacher preparation courses, these future teachers must also understand the relationship it has to practice. The focus of this article is on the journey of one group of preservice secondary…

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet…

This article explores Foucault's counterintuitive views on intellectuals and activism through conceptual arguments, teacher inquiry, and qualitative data to create space to consider alternative approaches to political action in teacher education. After contrasting CEE's political action agenda with Foucault's critical project, I outline my early…

Fresh from teaching his first full school year the author reflects on his traditional teacher preparation path into the classroom and finds he was instilled with a common sense of ethics, compassion, a demand for reflective practice, and a robust guiding philosophy. As a college student, he learned theory and was able to augment that with…

This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari's (1987) model of the rhizome, this study conceptualises pre-service teachers' learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers…

We are sometimes told that practitioners have a hard time with theory. But those who are committed to nurturing a certain kind of intellectual capacity among Jewish educational practitioners--the capacity to identify and critically engage with vision in Jewish education, a capacity that we can call a "philosophical disposition"--must accept the…

Schools of education have seen many changes over the last 100 years (Labaree 2004). More recent modifications have included the slow and steady elimination of the social foundations of education in lieu of a more direct attention to teacher skills and basic training. The increased focus on the so-called "nuts and bolts" of teacher…

The relation between music pedagogy as a field of research and the practice of music education is characterized as a continuum ranging from remoteness through cooperation to full integration. A typology is drawn up (the where the relation is separate, co-operative, integrated, or parallel). All these types of relationship are considered necessary.…

Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory--or principled reflection--in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory--considering such…