دورية أكاديمية
How the Study of Historical Educators in Higher Education Can Strengthen Virtuous Professionality of Schoolteachers
| العنوان: | How the Study of Historical Educators in Higher Education Can Strengthen Virtuous Professionality of Schoolteachers |
|---|---|
| اللغة: | English |
| المؤلفون: | De Muynck, Bram (ORCID |
| المصدر: | International Journal of Christianity & Education. Nov 2019 23(3):312-326. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Professional Identity, Biographies, Learning Processes, Imagination, Teacher Education, Student Development, Student Teachers, Learning Theories, Teachers, Educational Principles, Educational History, Identification (Psychology), Models |
| DOI: | 10.1177/2056997119865564 |
| تدمد: | 2056-9971 |
| مستخلص: | Reading texts of historical educators and being informed about their works and lives can be inspiring and exemplary for future teachers. In this article, I explore the learning processes that occur when student teachers study the classics, using frameworks from different disciplines, including social learning theory, drama theory, Aristotelian ethics, cognitive dissonance theory, and a theory of historical imagination. The results show that the study of educators from the past can have a beneficial impact on professional virtues when the encounter is in depth and when the student can actively choose an educator who captures his or her imagination. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1233405 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2056-9971 |
|---|---|
| DOI: | 10.1177/2056997119865564 |