Virtue, Practical Wisdom and Character in Teaching

dc.contributor.author	Cooke, Sandra
dc.contributor.author	Carr, David
dc.date.accessioned	2016-02-25T20:01:38Z
dc.date.available	2016-02-25T20:01:38Z
dc.date.issued	2014-06
dc.description.abstract	Recent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom (phronesis) also linked by Aristotle to the development of virtue and character. This has in turn led recent educational philosophers and theorists – inspired by latter-day developments in virtue ethics and virtue epistemology – to investigate the contribution of various forms of virtue to the effective practice of teaching. In this light, the present paper undertakes further exploration of the logical geography of virtue, character and practical deliberation in teaching.	en_US
dc.description.peerreview	Yes	en_US
dc.identifier.citation	Sandra Cooke & David Carr (2014) Virtue, Practical Wisdom and Character in Teaching, British Journal of Educational Studies, 62:2, 91-110.	en_US
dc.identifier.doi	10.1080/00071005.2014.929632	en_US
dc.identifier.uri	http://hdl.handle.net/11244/31808
dc.language	en	en_US
dc.subject	Philosophy	en_US
dc.subject	Education, Philosophy of.	en_US
dc.title	Virtue, Practical Wisdom and Character in Teaching	en_US
dc.type	Article	en_US