PHILOSOPHICAL TENETS IN TEACHER EDUCATION AND PRACTICE

Abstract

This paper develops a reflection on the philosophical tenets in teacher education and practice based on the conception of education as a mediating practice of historical practices which allow humans to construct their personal and social existence. I defend that quality will only be assured to a teacher's practice if pedagogical and curriculum mediations guarantee that s/he acquires an articulated set of education elements - produced by the reinforcement of subjectivity - which should lead to epistemological, technical, and scientific competence, aesthetic creativity, ethical sensitivity, and political criticism. I assert that this requirement asks for the subjective appropriation of intentionality that gives meaning to a teacher's relations with the world of historical objectivity, a process whose basic reference lies in the support provided by Philosophy.