Chasing Professional Phronesis in Safety and Well-being: Teacher Education Curriculum as a Case
Article:
Somerkoski, B. (2018). Chasing Professional Phronesis in Safety and Well-being: Teacher Education Curriculum as a Case. In H. Li, R. Suomi, Y. Amelina, Á. Pálsdóttir & R. Till. (eds.) Fighting Inequalities. Communications in Computer and Information Science, 907. Springer, Cham. Conference proceedings. 7th International Conference on Well-being in the Information Society, 27–29 Aug 2018, Turku, Finland. https://doi.org/10.1007/978-3-319-97931-1_12
Abstract:
Enhancing the safety culture in school context sets new challenges to prospective teachers, their need for safety skills and for the teacher education. This paper discusses firstly, how skill and knowledge oriented safety and well-being contents in the teacher education curriculum could be distinguished. Further on, it is explored, how these two repertoires are presented in the curriculum text of one teacher education unit and how they reflect the Aristotelian ideal of achieving phronesis, practical wisdom. The data pointed out that safety was included in the curriculum and could therefore be seen as a value in teacher education, hence the focus was very strongly in the interactive skills and the group dynamics.
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