Search results for: Moral character
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This article is primarily concerned with the “practical conclusions” of attending to dispositions in teacher preparation. It makes a case for teachers with moral disposition, for several reasons. They are changers to the methods they employ; they are the most important point of the disposition debate that is grounded in avoiding poor moral character.
Updated: Oct. 23, 2008
Two teacher education strategies are presented in this article. A “minimalist” strategy requires teacher educators to make explicit the hidden moral education curriculum and to reveal the inextricable linkage between best practice instruction and moral character outcomes. The “maximalist” approach requires preservice teachers to master a tool kit of pedagogical strategies that target moral character directly as a curricular goal.
Updated: Oct. 02, 2008