•  
  •  
 

DOI

10.14221/ajte.1987v12n2.1

Abstract

The problems which are associated with the teaching of educational philosophy and theory are well known to those in the field. Issues relating to appropriateness, relevance, content, and course structure raise particular problems for those who teach in this area in the context of pre-service teacher education programmes. This article is an attempt to describe, in personal terms, an approach which evolved over a fifteen year period of teaching educational theory as a compulsory unit in an initial teacher education programme at the University of New England. In our experience it has solved many of the problems initially encountered when we began teaching this course and may therefore be of interest to others who have met similar problems.

Share

 
COinS

Link to publisher version (DOI)

10.14221/ajte.1987v12n2.1