Résumés
Abstract
The role of philosophy has gradually been minimized in initial teacher education (ITE) despite the benefits it can bring to teachers. One of the reasons it has been marginalized is because of the way it was being offered. I outline some relatively neglected critiques R. S. Peters laid out against the historical survey method of teaching philosophical foundations, as well as some of his suggestions for how to integrate philosophy of education into ITE. Backed up by more recent proposals by philosophers of education, I argue that some of Peters’ suggestions could help address some of the pressing challenges facing teacher education today. I then consider how these suggestions could be incorporated into a philosophical foundations course for ITE. I argue that setting in motion and maintaining a learning process about more effective ways of integrating philosophy into ITE would help us make the case for its meaningful (re)introduction.
Keywords:
- initial teacher education,
- philosophy,
- R. S. Peters
Résumé
Le rôle de la philosophie a été progressivement minimisé dans la formation initiale des enseignants, malgré les avantages qu'elle peut apporter aux enseignants. L'une des raisons pour lesquelles elle a été marginalisée est la manière dont elle était enseignée. Je présente certaines critiques relativement négligées formulées par R. S. Peters à l'encontre de la méthode d'enseignement historique des fondements philosophiques, ainsi que certaines de ses suggestions sur la manière d'intégrer la philosophie de l'éducation dans la formation initiale des enseignants. En m'appuyant sur des propositions plus récentes de philosophes de l'éducation, je soutiens que certaines des suggestions de Peters pourraient contribuer à relever certains des défis urgents auxquels est confrontée aujourd'hui la formation des enseignants. J'examine ensuite comment ces suggestions pourraient être intégrées dans un cours sur les fondements philosophiques dans la formation initiale des enseignants, en mettant par exemple l'accent sur les problèmes pratiques rencontrés par les enseignants dans leur pratique et en analysant la dichotomie entre l'éducation traditionnelle et l'éducation progressiste. La mise en place et le maintien d'un processus d'apprentissage sur les moyens plus efficaces d'intégrer la philosophie dans la formation initiale des enseignants nous aideraient à plaider en faveur de sa (ré)introduction significative.
Mots-clés :
- formation initiale des enseignants,
- philosophie,
- R. S. Peters
Parties annexes
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