Transformative Practice and the Moral Rewards of Teaching

Autor/inn/en	Osguthorpe, Richard D.; Jensen, Bryant
Titel	Transformative Practice and the Moral Rewards of Teaching
Quelle	In: Teacher Education Quarterly, 50 (2023) 3, S.7-29 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Elementary Secondary Education; Teaching (Occupation); Moral Values; Philosophy; Moral Development; Rewards; Teacher Education Programs; School Role + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Moral value; Ethischer Wert; Philosophie; Moralische Entwicklung; Reward; Belohnung
Abstract	Much of K-12 teaching privileges White, upper-middle-class ways of being, thinking, feeling, and interacting. Integrating arguments from moral philosophy and empirical work on teaching and teacher learning, we (a) conceptualize transformative practice, including its moral rewards; (b) frame teacher dispositional virtues that modify their practice; and (c) identify roles that teacher education and K-12 schools play to support teachers by developing virtue and providing structural conditions for accessing the moral rewards of transformative teaching. We illustrate these points with a scenario of teachers working together to plan, enact, examine, and revise their practice to transform it and conclude with suggestions for teacher education programs and K-12 institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01