Poetry in Pre-Service Teacher Education: A Bridge between Philosophy and Practice

Autor/in	Briand, Casey
Titel	Poetry in Pre-Service Teacher Education: A Bridge between Philosophy and Practice
Quelle	In: Philosophical Studies in Education, 53 (2022), S.71-80 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Poetry; Preservice Teacher Education; Preservice Teachers; Educational Philosophy; Creative Writing; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Lehramtsstudiengang; Lehrerausbildung; Bildungsphilosophie; Erziehungsphilosophie; Kreatives Schreiben; Theorie-Praxis-Beziehung
Abstract	Teachers should be connected to, not alienated from, the philosophical underpinnings of their work. Teachers who understand themselves to be philosophers of education, and who see their work as both practical "and" philosophical in nature, may be empowered with an additional foundational and theoretical "tool" to use both in joining educational conversations and challenging unhelpful educational discourse. Creative writing, especially the literary form of poetry, is one overlooked and under-researched space where pre-service and in-service teachers can connect to the philosophical foundations of their work, unite the realms of theory and practice, and come to view themselves as philosophers of education with the authority to participate in and guide a diverse variety of educational conversations in their schools and communities. In this article, Casey Briand argues that consistently and deeply reading poetry about education or written by other practitioners, which Briand refers to as "teacher poetry," should be an important component of philosophy of education courses within pre-service teacher preparation programs, as teacher poetry has the potential to serve as a two-way connecting "bridge" between philosophy and practice. (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01