Search results for: Sockett Hugh

This article illuminates the value of conceptualizing the desirable dispositions of the teacher as virtues through distinguishing such dispositions-as-virtues from other dispositions and from personality traits. Dispositions as virtues are qualities achieved by the individual’s initiative, in the face of obstacles, and are intrinsically motivated. The article describes dispositions under the three categories of character, intellect, and care. Finally, the article argues that student teachers can then create self-assessment protocols for each disposition-as-virtue to enhance understanding and professional growth.