The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook:

The Moral Work of Teaching: A Virtue-Ethics Approach to Teacher Education

Sandra Cooke


Teachers, research suggests, may acknowledge the moral and ethical aspects of their work, but in practice remain ambivalent and uncertain about how to translate that responsibility into practice (Sockett and LePage, 2002). The ethical preparation of teachers is the central question for this chapter. A neo-Aristotelian approach assumes the link between personal virtue and human flourishing, in achieving the best excellence they can within given situations. A virtue-ethics approach to preparing for moral and ethical teaching starts from an unapologetic standpoint: that who someone is as a person, and the virtues they hold, shapes who they are as a teacher. As the activity of teaching demands the participation ...

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