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An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’
Date
2021
Abstract
Internationally, initial teacher education has experienced shifts towards competence and school-based programmatic reforms. As a result, literature on the role of teacher educators operating within the academy suggests a sense of doom as market-based and political distrust of the academy grows. For now, initial teacher education in Ireland is largely housed within the academy. However, several governing policies have recently been published which subtly seek to marginalise the role and practices of teacher educators. Drawing on Camus’ understanding of the absurd as emerging from the interaction between the longing of human beings for clarity and the universe’s indifferent and silent reply, this paper sets out to investigate possible methods that teacher educators may select in responding to an awareness of the absurd.
Supervisor
Description
peer-reviewed
The full text of this article will not be available in ULIR until the embargo expires on the 15/09/2022
Publisher
Taylor & Francis - Routledge
Citation
Educational Philosophy and Theory;