The ethical claim of partiality. Practical reasoning, the discipline, and teacher education.

Autor/in	Phelan, Anne M.
Titel	The ethical claim of partiality. Practical reasoning, the discipline, and teacher education.
Quelle	In: Journal of curriculum studies, 41 (2009) 1, S. 93-114Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270701845995
Schlagwörter	Wissen; Vorurteil; Beratung; Lehrerbildung; Englisch; Ethik
Abstract	Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated DAT text/htmla in the context of a 2-year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1