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The Birth of Educational Research, Teacher Education and the Turn to Practice From Practitioner Knowledge and Communities of Practice to Evidence-Based Policy and Practice Subjectivity and the Humanistic Education
it is our acting that lies at the bottom of our language-game" (Wittgenstein, 1974, p. 204). This collection In Search of Subjectivities talces the title of the first paper to demonstrate the relevance and significance of philosophical approaches to questions of teacher education. The selection of papers stretching back to 1969, the first year of Educational Philosophy and Theory, shows that teacher education has been a central and abiding theme. The volume focuses on a wide range of topics: teaching education in a cross-cultural context, the notion of unsuccessful teaching, teacher induction, examining, philosophy of teaching, teacher education in a democracy, the reflective teacher and beyond, social inclusion, the ethics and politics of teacher identity, subjectivity and performance in teaching , and new teacher identity. While traditionally identified as a practice-based endeavour the many dimensions of teacher education raised important philosophical issues, especially in the tradition of tl1e philosophy of subjectivity that emphasise the centrality of ethics to questions of relationality and professional practice.