Teacher Education as a Moral Endeavor
In this chapter the moral aspects of teaching and schooling are addressed, with an eye toward highlighting elements that are apt for consideration and reflection in the context of teacher education. The chapter starts with a review of the recent literatur
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Teacher Education as a Moral Endeavor Cees A. Klaassen, Richard D. Osguthorpe, and Matthew N. Sanger
Introduction In this chapter we will address the moral aspects of teaching and schooling, with an eye toward highlighting elements that are apt for consideration and reflection in the context of teacher education. In the first section, we provide a review of the recent literature explicitly addressing teacher education as a moral endeavor. We do that by providing a simple framework for this domain of inquiry, followed by a brief look at a series of approaches to engaging in the work of preparing candidates and teachers for the moral work of teaching. These descriptions are followed by a short discussion on the question of choosing an integrated or hybrid approach, and consideration of that which is still missing in the moral domain in teacher education. The second section offers a review of possible connections between teacher education and what we already know about the moral work of teaching. The section offers a review of different perspectives on moral education and what has been achieved in this field in the last decennia. Then we turn to the social context in which the moral work of teaching is embedded. We discuss a series of social processes that influence the moral work of teaching and have made the moral work of teaching more complex than ever. Finally, the remaining parts of this section illustrate three important aspects of the moral work and dimensions of teaching, with special attention to the exemplary role of the teacher, the hidden curriculum, and the C.A. Klaassen (*) Department of Sociology, Radboud University, Nijmegen, The Netherlands e-mail: [email protected] R.D. Osguthorpe College of Education, Boise State University, Boise, ID, USA e-mail: [email protected] M.N. Sanger College of Education, Idaho State University, Pocatello, ID, USA e-mail: [email protected] © Springer Science+Business Media Singapore 2016 J. Loughran, M.L. Hamilton (eds.), International Handbook of Teacher Education, DOI 10.1007/978-981-10-0366-0_14
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school as a moral organization. These three aspects should have a more articulated and elaborated place in the curriculum of teacher education.
Teaching Morally and Teaching Morality In this first section we turn our focus to the recent literature explicitly addressing teacher education as a moral endeavor. We begin by providing a simple framework for this domain of inquiry that will be followed by a brief look at a series of approaches to engaging in the work of preparing candidates and teachers for the moral work of teaching. Importantly, this review is intended to be illustrative rather than exhaustive, with an effort to maintain an international view, while acknowledging significant limitations on this front. Further, we attempt to pay special attention to work that studies or speaks directly to the practice of teacher education, noting that that literature is rather limited. In fact, we feel a limited treatment of this topic
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