Εκπαιδεύοντας το δάσκαλο της μετανεωτερικής εποχής : από τον τεχνοκράτη στο στοχαστικο-κριτικό δάσκαλο
Part of : Επιστήμες Αγωγής ; No.2, 2002, pages 7-25
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7-25
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Postmodernity has shaken the grounds of modernity, regarding the stability of knowledge and the uniqueness of truth. The new context has changed the traditional views of schooling and calls for a shift in the way the role of the teacher is conceptualized. Bibliography refers to the new teacher type as "reflective practitioner" and proposes his/her development through pre and in-service education. In this paper we argue that in order for teacher education curricula to achieve the respective goal it is of vital importance to build upon a clear and coherent philosophical orientation, one that aims at the development of self-awareness and the systemization of teacher's personal theory. Personal theory plays an important role in shaping the way teachers perceive and deal with educational matters and, once cultivated and expanded, it can become a larger context for critical evaluation of every form of knowing, thinking and acting. Such a context is especially necessary when a person deals with matters characterized by uncertainty, complexity and transition, which are prevailing elements of the postmodern era.
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