Article title: Philosophy for teachers (P4T) in South Africa – re-imagining provision to support new teachers’ applied ethical decision-making
Authors: Janet L. Orchard and Nuraan Davids
Journal: Ethics in Education
Citation details: Volume 14, Number 3, pages 333-350
DOI: https://doi.org/10.1080/17449642.2019.1617392
When the above article was published online and in print, the abstract contained some coding errors which resulted in the quote marks incorrectly displaying as other letters and symbols. The abstract is correct as follows:
Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’ (‘P4T’), a 24-hour residential approach to community philosophy. Piloted originally in England, a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western Cape. Significant new insights to emerge included greater clarity on the respective contributions of P4T and other initiatives already applying ‘P4C’ to address professional ethics within teacher education. In particular, P4T re-framed within this new context can be seen to create shared space for reflection on teacher identity and the complexity of difference and ‘otherness’ in classroom practice.
This article is available both online and in print. The online version has been corrected.