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Reframing teacher education in England: the case for a Bildung orientated approach

Reframing teacher education in England: the case for a Bildung orientated approach
Reframing teacher education in England: the case for a Bildung orientated approach
Bildung has a long tradition in continental European education but in England it is less well known and is underused to theorise about education. In this paper the German concept of Bildung is applied to pre-service teacher education in England where teacher education has become increasingly dominated by instrumental and technicist approaches that encroach on the development of professional values and educational wisdom. Nevertheless, criticisms to current trends in teacher education do exist in England with programmes that include values-based elements challenging the prevailing norms of this performativity driven approach. This paper adds to those criticisms by proposing Bildung as an underpinning philosophy of teacher education and as an unusual lens with which to reframe teacher education.
Bildung; pre-service teachers; values-based teacher education; reflective practice; transformative learning, reflective practice, pre-service teachers, values-based teacher education, Bildung, transformative learning
0013-1911
1-17
Byrne, Jennifer
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Byrne, Jennifer
135bc0f8-7c8a-42d9-bdae-5934b832c4bf

Byrne, Jennifer (2020) Reframing teacher education in England: the case for a Bildung orientated approach. Educational Review, 0, 1-17. (doi:10.1080/00131911.2020.1725450).

Record type: Article

Abstract

Bildung has a long tradition in continental European education but in England it is less well known and is underused to theorise about education. In this paper the German concept of Bildung is applied to pre-service teacher education in England where teacher education has become increasingly dominated by instrumental and technicist approaches that encroach on the development of professional values and educational wisdom. Nevertheless, criticisms to current trends in teacher education do exist in England with programmes that include values-based elements challenging the prevailing norms of this performativity driven approach. This paper adds to those criticisms by proposing Bildung as an underpinning philosophy of teacher education and as an unusual lens with which to reframe teacher education.

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Reframing teacher education in England the case for a bildung orientated approach - Accepted Manuscript
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More information

Accepted/In Press date: 30 January 2020
e-pub ahead of print date: 13 February 2020
Keywords: Bildung; pre-service teachers; values-based teacher education; reflective practice; transformative learning, reflective practice, pre-service teachers, values-based teacher education, Bildung, transformative learning

Identifiers

Local EPrints ID: 437975
URI: http://eprints.soton.ac.uk/id/eprint/437975
ISSN: 0013-1911
PURE UUID: 712e85e7-3db9-463c-89a8-fc1a98c2b35c
ORCID for Jennifer Byrne: ORCID iD orcid.org/0000-0002-6969-5539

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Date deposited: 25 Feb 2020 17:30
Last modified: 28 Apr 2022 05:52

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