FOSTERING INCLUSIVE TEACHING PRACTICES: THE CRUCIAL ROLE OF SOCIAL PHILOSOPHY IN DEVELOPING PROFESSIONAL IDENTITY

Slutsky, Lubov (2024) FOSTERING INCLUSIVE TEACHING PRACTICES: THE CRUCIAL ROLE OF SOCIAL PHILOSOPHY IN DEVELOPING PROFESSIONAL IDENTITY. PHILOSOPHICA International Journal of Social and Human Sciences, 11 (22-23). pp. 129-138. ISSN 2671-3020

[img] Text
PHILOSOPHICA24 - E RADHITUR-129-138.pdf
Download (703kB)
Official URL: https://journals.unite.edu.mk/Home?JId=21

Abstract

This article argues that social philosophy is key for teachers. It helps them create inclusive classrooms and develop a strong professional identity. By reflecting on social justice and cultural perspectives, teachers can refine their practices and make ethical decisions. This article also explores how social philosophy can prepare future teachers by examining how social factors shape their identity. Finally, it emphasizes the importance of a strong professional identity for teachers and highlights the role of social philosophy in teacher education programs.

Item Type: Article
Uncontrolled Keywords: teacher, education, identity, social philosophy.
Subjects: B Philosophy. Psychology. Religion > B Philosophy (General)
Divisions: Faculty of Law, Arts and Social Sciences > School of Social Sciences
Depositing User: Unnamed user with email zshi@unite.edu.mk
Date Deposited: 27 Sep 2024 12:59
Last Modified: 27 Sep 2024 12:59
URI: http://eprints.unite.edu.mk/id/eprint/1712

Actions (login required)

View Item View Item
Universiteti i Tetoves is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.