<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>The aim of this article is to provide a theoretical ground about teacher self-construction that is in harmony with his/her capabilities, natural environment, and society. The article initially considers the Blondelian philosophy of action as a specific philosophical view that forms an approach for teacher education: the primary concepts of action and synergy help consider the ontological dynamism of human life and its unavoidable conditions. In particular, the work on teacher prejudgements, considered as a system of conditions, is central in teacher education, as it represents a central and unavoidable condition. This reference to "conditions" is then articulated, in the specific case of teacher education, as the need to study the phenomenon of prejudgements, which can be considered the first step towards a greater awareness of educational and cultural skills. The third step of the article consists in "translating" these main issues of the philosophy of action into the idea of a performative process in the education of the teacher. According to philosophy of action, the article shows the performative character of teacher education processes, which is based on the pursuit of goals by activating all personal capacities.</p></abstract>

The aim of this article is to provide a theoretical ground about teacher self-construction that is in harmony with his/her capabilities, natural environment, and society. The article initially considers the Blondelian philosophy of action as a specific philosophical view that forms an approach for teacher education: the primary concepts of action and synergy help consider the ontological dynamism of human life and its unavoidable conditions. In particular, the work on teacher prejudgements, considered as a system of conditions, is central in teacher education, as it represents a central and unavoidable condition. This reference to "conditions" is then articulated, in the specific case of teacher education, as the need to study the phenomenon of prejudgements, which can be considered the first step towards a greater awareness of educational and cultural skills. The third step of the article consists in "translating" these main issues of the philosophy of action into the idea of a performative process in the education of the teacher. According to philosophy of action, the article shows the performative character of teacher education processes, which is based on the pursuit of goals by activating all personal capacities.

Conditions, Processes, and Aims of Teacher Education: A Philosophical Perspective

Journal of Teacher Education for Sustainability

The aim of this article is to provide a theoretical ground about teacher self-construction that is in harmony with his/her capabilities, natural environment,...

Conditions, Processes, and Aims of Teacher Education: A Philosophical Perspective

Data publikacji: 04 maj 2009

Zakres stron: 5 - 13

DOI: https://doi.org/10.2478/v10099-009-0001-x

Słowa kluczowe
teacher education, action, synergy, responsibility, integral development, performative education

This content is open access.

Conditions, Processes, and Aims of Teacher Education: A Philosophical Perspective

Data publikacji: 04 maj 2009

Zakres stron: 5 - 13

DOI: https://doi.org/10.2478/v10099-009-0001-x

Słowa kluczoweteacher education, action, synergy, responsibility, integral development, performative education

This content is open access.

Słowa kluczowe
teacher education, action, synergy, responsibility, integral development, performative education