Philosophical Foundations of Teacher Education for Training and Teaching Situations

This article examines the relevance of using the Cartesian framework as the only philosophical paradigm for teacher education and raises question about the consequences for a (social) constructivist reading of training programs for preservice teachers (PTs). In doing so, reference is thus made to the guiding principles of a research program inspired by the analytical philosophy of L. Wittgenstein and certain of his disciples. These principles are explained in two parts. First, the assumptions underlying the hard core (Lakatos 1994) of this program are detailed. Certain myths arising from an “internalist” reading of teacher education are discussed, as are their consequences in terms of preparing the training programs traditionally offered to PTs. On this basis, a singular reading of the construction of PT subjectivity is then progressively supported. Second, the main auxiliary hypotheses (Lakatos 1994) that surround the hard core of the research program are presented. These hypotheses...