The Relevance of Humanities-Based Approaches to Teacher Education

Session Type: Symposium

Abstract

This session will bring together scholar, practitioner, school leader, and teacher educator voices to creatively and critically consider varied ways in which humanities-oriented approaches might enhance teacher education throughout teachers’ careers and help teachers and school communities offer effective and ethical responses to pressing educational challenges and controversies. Through putting theoretical work in fruitful conversation with empirical studies that highlight the voices and lives of teachers and by drawing on panelists’ varied experiences as educators, the session aims to provoke wide-ranging discussion about the value and practicability of the integration of humanities-oriented approaches into teacher education as a complement and, perhaps, as a corrective to the current emphasis on the learning sciences.

Sub Unit

• SIG-Philosophical Studies in Education

Cosponsors

• Division F - History and Historiography

• SIG-Teacher as Researcher

Chair

• Drew Chambers, Teachers College, Columbia University

Papers

• Approaches to Integrating Philosophy Into Teacher Education: Critiques and Report of a Learning Experience - Ilya Zrudlo, Queen's University - Kingston

• Taking a Philosophical Approach to Initial Teacher Education - Elizabeth O’Brien, Maynooth University

• “Stepping Out of the Box” and Removing “Weights”: Confining Teachers With Fidelity - Cara Elizabeth Furman, Hunter College - CUNY

• Meaning-Full Leadership: A Deweyan Approach to School Leadership - Juan Antonio Casas, Teachers College, Columbia University

• Seeing Singularity in Teaching: The Promise of Humanities-Based Educational Research for Ongoing Teacher Education - Rebecca Sullivan, Montrose School