Abstract
This article examines what the author perceives as a need to fortify the quality of philosophy of education statements submitted by pre-service teaching candidates. Because the educational philosophy is frequently viewed as “artificial,” it fails to provide a systematic, meaningful, and articulate guideline for new teachers whose underlying beliefs ultimately dominate and shape their instructional practices. Paramount is a return to the underlying premise that a teacher’s philosophy of education is, foremost, personal and reflective. Candidates must share in the decision-making process and be engaged in their own construction of a philosophy of education. Otherwise, teachers in training find it challenging to discriminate theory and practice in authentic classroom settings. By focusing their attention on direct, cogent elements of the philosophy statement and by actively participating in the formal educational philosophies, candidates can discover a congruency between what they envision as their role in the classroom and how that role will impact what they teach, how they teach it, and how they assess.
Recommended Citation
Huss, John A.
(2007)
"Using Constructivist Teaching to Shift the Paradigm for Pre-Service Philosophy of Education Statements,"
Essays in Education: Vol. 21:
Iss.
1, Article 7.
Available at:
https://openriver.winona.edu/eie/vol21/iss1/7
Unique Identifier
WSUEIE2007SUhuss
