Teaching as Practical Philosophy

As the public schools continue to become more diverse the need for preparing teachers for an economically culturally ethnically and linguistically diverse student population becomes more urgent. The nature of this situation is vitally important particularly considering that most preservice teachers will teach students whose ethnic racial language and economic background will be diverse. Educating practically wise teachers with critical reflexivity may provide one way to move beyond a [the rather common] superficial approach of dealing with issues of ethnicity race class and gender. This phenomenological study sheds light on the preparation of preservice teachers who employ progressive strategies and practical opportunities to become practical wise teachers in culturally diverse classroom settings. This book offers a unique insight into the meanings essences practices and processes of educational change and growth in preservice teachers understanding of teaching over time through deliberation dialogue and performance in a method course. This is a must read for those in education as well as cultural and critical studies.