The following will be integral components of the philosophy of teaching

• Historical development of education & teaching methods,
• evolution of knowledge,
• education and generation of knowledge, 

 I would also add introducing an overview of the purpose of education to stimulate thought and debate about its subversive and emancipatory  (critical pedagogy) and its hegemonising qualities (neoliberal ideology via citizenship studies).

http://www.palgrave.com/page/detail/alternative-education-and-community-engagement-ornette-d-clennon/?K=9781137415400

I think it's important to take a broad and wide creative historical swath.  The 21st century is important, online education, MOOC's, STEM etc but I think its more important to juxtapose the underlying philosophy of these newer models with much earlier 'philosophy of education' non-traditional areas.  For example, start with the Greeks, say Platonic, Stoic, Aristotelian academies and move to the medieval guild 'artisanal academies/apprenticeship models- the general purpose of 'education.  Juxtapose this with say  later pragmatist thought - Dewey etc.  Put this in dialogue with later socializing and Marxist notions (state control of populace, creation of democratic citizenry etc) and contrast this with later capitalist ideas of 'creativity' innovation entrepreneurship. Do not forget to throw in heterodox wide notions such as Rudolph Steiner, Montessori, Pavlov and the home (un)schooling movement and you have an engaging philosophy of education course to get the students thinking,

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I have found that putting educational philosophy within historical contexts to be an effective way to teach about the variety of philosophies on a broad philosophical spectrum.  I also find that it is important for teachers to begin developing their own formal educational philosophy early in their educational careers.  These personal philosophies should be developed with an eye always revising and keeping philosophies flexible in order to account for social changes and new learnings.  I also find it highly effective to have teachers/students peer review each other's philosophies, particularly in terms of how practical these philosophical orientations are, and how the various philosophical orientations play out in real classrooms with teachers' choices for teaching approaches, types of teaching and learning activities with students and methods of assessment and evaluation of student learning

Cuando enseñamos Filosofía de la Educación lo primero que debemos enseñar es la epistemologia como ciencia que repunta los conocimientos de las otras ciencias del comportamiento humano como ocurre el desarrollo de los conocimientos.

posteriormente las corrientes filosóficas como surgieron cuales fueron sus precursores cuales fueron sus aportes de cada una de ellas .

una actividad seria elaborar una monografia de una de las corrientes filosóficas para que el estudiante a traves de un ensayo pueda desarrollar en que contexto se trabajo esa filosofia de la educacion. ademas de comparacion del idealismo con el prgamatismo y que el estudiante pueda diseñar unan propuesta educativa con una asignatura como aplicaria tal o cual filosofia educativa en un proyecto educativo.

Arturo Rivera 

I think it is important to make a distinction between the history of educational thinking and educational theories and the social history of education, educational practices and educational institutions. Essential to the philosophy of education are authors like: Rousseau, Humboldt, Dewey.

I think it is very important to have very basic self understanding about what is philosophy of education is all about. The philosophy of education try to answer 3 question which are:

1. Where is the reality of existence end..

2. What is the truth (the real/original meaning of knowledge)

3. What is good and bad

Open your / your students mind and be sincere in looking for the truth. Study former scholars from western and eastern civilization, make comparison to find the answer for the questions. The answer for question number 1 will guide you to understand the answer for number 2 and 3 and also guide you to exit from the world of confusion. Hope God will guide you to the light of the truth...

There are a lot of topics that I have found very useful. Some topics include:

* Major philosophies of education and their impacts on schools.

* Education philosophers

* Development of the profession

* The school curriculum (development & design)

* Recent education issues: e.g. standards, accountability, multicultural education, global education, etc (depending on the context).

* The future of education  

It is also very important to help students reflect on theory and practice.

Education is main for the development of an individual covering the most important part of the career we should be MUST for his individual standing ,existence & his indirect contribution for the family & his relative social fabrics.

Every individual carries out his activity ,dependent on his knowledge -his progressive development of his career but last but the not least his brain power the storage of his action of his previous lives & resultant fruit of his positive /negative action of his present surrounding .

Whether one agrees or otherwise moral code & conduct is absolutely necessary in our lifeline for whatever our standing status & position we have with us .We are all aware that e temperamentally we all are aware that we have with us our mental limitation & witnesses which are associated with our conscious & subconscious mind which may be directly or indirectly governing our daily action of our life.

Our natural attitude & aptitude are the resulting fruits of temperament which deals with our the basic need of our JOY -HAPPINESS-GREED-EGO-ATTACHMENT -EMOTION-PRIDE ,JEALOUSY & such other nature behavior .

In the line of the above indication of our lifeline ,it is the knowledge of our Philosophy ,with his training of development come to rescue in the basic need of the &  or our planned ,career of our life line .

Part of what should be taught is educational games. When I teach philosophy of law, I have four mock trials spaced evenly throughout the course of the semester, such that each student in the seminar gets to be either a prosecutor or a defense attorney once in the term. When I teach the history of Christianity, I have a mock "Second Diet of Worms" fictionally held in 1540 where I play Holy Roman Emperor Charles V, and each student plays a different reformer and has to convince me that their religious convictions should be the official position of the Holy Roman Empire. These games cause students to take part in the learning process and to permanently absorb knowledge.