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作者:David W. Concepción , Melinda Messineo , Sarah Wieten ...
来源:[J].Teaching Philosophy, 2016, Vol.39 (1), pp.1-24哲学文献中心
摘要:This paper explores the state of teacher training in philosophy graduate programs in the English-speaking world. Do philosophy graduate programs offer training regarding teaching? If so, what is the nature of the training that is offered? Who offers it? How valuable is it? We con...
作者:Jake Wright
来源:[J].Teaching Philosophy, 2016, Vol.39 (3), pp.307-327哲学文献中心
摘要:A restricted-use mobile device policy for introductory philosophy classrooms is presented and defended. The policy allows students to use devices only during open periods announced by the professor and is based on recent empirical findings on the effects of in-class mobile d...
作者:Karen L. Hornsby
来源:[J].Teaching Philosophy, 2016, Vol.39 (1), pp.51-68哲学文献中心
摘要:This article is a commentary response to the study results outlined in “The State of Teacher Training in Philosophy.” In recognition of the study’s determination that 70 percent of the jobs new philosophers will apply for are non-tenure track, our graduate programs must...
作者:David J. Buller
来源:[J].Teaching Philosophy, 2016, Vol.39 (1), pp.69-72哲学文献中心

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