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Liberal arts courses (LACs) have been introduced in education faculties for high quality teacher education. This study aims to examine the views of education faculty lecturers, graduates and senior year students about the place and implementation of LACs in teacher education. The study group of the qualitative study includes lecturers (17), senior year students (21) and graduates (19) who volunteered to participate in the study. Data were collected through semi-structured interviews. One-to-one interviews were held with lecturers and graduates, and 30-45 minute focus group interviews were held with groups of 3 to 5 senior year students. Data analysis involved the formation of a list of codes. Related codes were gathered together for thematic coding. The following themes emerged from LAC-related lecturer and student comments: General perceptions, contents, implementation, lecturer quality, measurement and evaluation in LACs, recommendations and desired LACs. The study ends with recommendations for teacher education.
1985 •
Encyclopedia of Educational Philosophy and Theory
The Liberal Arts and Teacher EducationThe place of liberal arts faculties in teacher education is a much debated topic. After the 1980s, liberal arts faculties are more involved in teacher education. The purpose of this study is to determine the opinions of those professors working at liberal art faculties about the teacher education system. This research is a case study in which embedded single-case design was used. 12 professors working at Uludağ University, Liberal Arts Faculty participated in this research. The data have been obtained via semi-structured interviews and were analyzed with the inductive content analysis. Most professors in this study stated that liberal arts faculties are supposed to prepare scientists and teachers, they prepare teachers for high schools, these teachers should have the pedagogical certificate courses, and these courses should be given during undergraduate education. There is no joint opinion about the course of special teaching methods. In addition, faculty who have had their background from liberal arts are perceived to be inefficient and as a result of this educational faculties are perceived negatively by the participating professors.
2010 •
or some time, educational experts have been challenging the relevance of liberal arts education. Liberal arts education has been derided as elitist and dismissed as outmoded and ‘in trouble’. Even its advocates speak of a need for ‘revitalization’ and ‘restructuring’. These attacks have been heard most from within American academe, where the liberal arts have had the greatest impact and left the largest imprint on the higher educational establishment. Paradoxically, this criticism has reached a crescendo just at the time when interest in liberal learning is spreading across the globe. Whether in Eastern Europe or Asia, Western Europe or Africa, an increasing number of educators are looking to import and adapt liberal models of higher education.
The liberal arts education has attracted different views and opinions from many parties who are concerned with the role of the American education. There has been heated debates on whether the liberal arts education is practical or a mere reflection of elitism. To add on to the debate, this paper will present researched argument that quantifies liberal arts education as practical and not a form of elitism.
In order to demonstrate that philosophy of education has a distinctive role to play in teacher education, the concept of liberal teacher education is developed. Liberal teacher education aims to cultivate the practical wisdom of teachers, but how is this possible when Aristotle suggests that phronesis is developed through practice. If, following Gadamer, phronesis involves the ability to see the newness in new situations, then practical wisdom is the ability to avoid repetition. An analysis of repetition reveals three main sources of repetition, each suggesting its own remedy and in turn its own variety of liberal teacher education: hermeneutic, psychoanalytic, and aesthetic.
1990 •
2020 •
Liberal education, which has been foundational to American higher education since the seventeenth century, is under increasing pressure to give an account of its value to students, parents, and society. Driving this pressure are widely-held expectations that an undergraduate education ought to provide students with the skills and abilities to prosper immediately in the job market. Such expectations have revived a long-standing debate on whether a liberal education is a good in itself, yielding indirect, utilitarian benefits, or intrinsically practical and engaged closely with contemporary social and economic realities. This debate has prompted another related, enduring debate within higher education circles on the proper relationship between liberal education and the professional and applied disciplines. The purpose of this study was to explore the perceptions and experiences of faculty concerning the relation between the liberal arts and professional, vocational, and skills-based undergraduate academic programs. The study participants were 15 purposefully selected faculty who taught at a Tier I, public urban university, a public, urban university in service mainly to adult learners, and a private faith-based university, all located in the Gulf Coast Region of Texas. This qualitative study used a collective case study research design to identify and understand faculty perceptions of and experiences with the relation and interaction of liberal education and the applied academic disciplines. The settings for this study were private conference rooms and faculty offices located on the campuses of the aforementioned universities. Data were collected through multiple methods, including the lens of the researcher, semi-structured, open-ended interviews, print and digital documents, field notes, and reflexive journaling. The constant-comparative method and a three-stage coding process were used to analyze the collected data, develop categories and themes, and interpret and construct meaning. This study’s results indicate that faculty favor an undergraduate education that encourages student to value the play of ideas and the acquisition of practical skills. Faculty also favor forming students in particular academic disciplines, but they believe that such formation should simultaneously keep students alert to productive connections with other disciplines. Faculty affirm that organizational structures and cultures should encourage this sort of disciplinary-based interdisciplinarity. The study concludes with a series of implications and recommendations that suggest how colleges and universities can create cultures of learning that value thinking and doing equally, and structures that enable a vibrant interdisciplinarity, rooted in strong disciplinary commitments.
2009 •
A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are act...
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