Dispositions as Virtues: The Complexity of the Construct

Autor/in	Sockett, Hugh
Titel	Dispositions as Virtues: The Complexity of the Construct
Quelle	In: Journal of Teacher Education, 60 (2009) 3, S.291-303 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487109335189
Schlagwörter	Social Justice; Student Teachers; Personality Traits; Altruism; Teacher Characteristics; Caring; Educational Objectives; Teacher Evaluation; Teacher Education + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Altruistic behavior; Altruismus; Care; Pflege; Sorge; Betreuung; Educational objective; Bildungsziel; Erziehungsziel; Teacher appraisal; Lehrerbeurteilung; Lehrerausbildung; Lehrerbildung
Abstract	The value of conceptualizing the desirable dispositions of the teacher as virtues is illuminated through distinguishing such dispositions-as-virtues from other dispositions and from personality traits. Dispositions as virtues are qualities achieved by the individual's initiative, in the face of obstacles, and are intrinsically motivated. The complexity of any construct for student assessment is illustrated through distinguishing educational goals from teacher dispositions, specifically social justice; describing dispositions under the three categories of character, intellect, and care; and then indicating the complexity of each through self-knowledge, truthfulness, and compassion as exemplars of each category. Finally, using William Hare's work on open-mindedness, it is argued that transparent assessment is needed in which criteria are perspicuous to assessor and assessed. Student teachers can then create self-assessment protocols for each disposition-as-virtue to enhance understanding and professional growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10