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Chasing Professional Phronesis in Safety and Well-Being: Teacher Education Curriculum as a Case

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Well-Being in the Information Society. Fighting Inequalities (WIS 2018)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 907))

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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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Acknowledgements

The writer of this article wants to thank for the Finnish Fire Protection Fund for the support of this study.

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Authors and Affiliations

  1. Department of Teacher Education, Turku School of Economics, University of Turku, Turku, Finland

    Brita Somerkoski

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  1. Brita Somerkoski
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Correspondence to Brita Somerkoski .

Editor information

Editors and Affiliations

  1. Tampere University of Technology, Tampere, Finland

    Hongxiu Li

  2. University of Iceland, Reykjavik, Iceland

    Ágústa Pálsdóttir

  3. Fachhochschule Flensburg, Flensburg, Schleswig-Holstein, Germany

    Roland Trill

  4. University of Turku, Turku, Finland

    Reima Suomi

  5. Åbo Akademi University, Turku, Finland

    Yevgeniya Amelina

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Somerkoski, B. (2018). Chasing Professional Phronesis in Safety and Well-Being: Teacher Education Curriculum as a Case. In: Li, H., Pálsdóttir, Á., Trill, R., Suomi, R., Amelina, Y. (eds) Well-Being in the Information Society. Fighting Inequalities. WIS 2018. Communications in Computer and Information Science, vol 907. Springer, Cham. https://doi.org/10.1007/978-3-319-97931-1_12

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