The Value of Critical Perspectives in Teacher Education

Datos Bibliográficos

ID4309232
AutoresLandon E Beyer (Indiana University Bloomington, autor de correspondencia)
Año2001
Volumen52
Número2
Páginas151-163
Fecha de publicación2001-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487101052002006
OpenAlexW2033907043
IdiomaEN
Citas recibidas16
Referencias citadas13

Among the thorniest of issues that teacher educators deal with is the relationship between theory and practice. Moreover, there are a number of theoretical traditions on which we can draw to create new programs in teacher education or critique ongoing programs. This article discusses the range of theories that are available and their characteristics and orientations. Though critical theory has not been widely used in teacher education, it is valuable in helping us see the connections between commonsense practices in schools and institutions and ideologies in the wider society. Critical theory promises both critique and new directions, as it focuses on issues related to social justice, equality, and democratic values. An example of what a teacher education program that is based in critical theory might look like is included

Critical pedagogy · Critical theory · Democracy · Economic Justice · Education theory · Epistemology · Higher education · Ideology · Mathematics education · Pedagogy · Political science · Social justice · Social science · Sociology · Teacher education · Value (mathematics) · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Psychology · Teacher Education and Leadership Studies