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| 003 | ZW-GwMSU | ||
| 005 | 20241002072520.0 | ||
| 008 | 241002b |||||||| |||| 00| 0 eng d | ||
| 022 | _a00224871 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1738 JOU |
| 100 | 1 |
_aSockett, Hugh _eauthor |
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| 245 | 1 | 0 |
_aDispositions as virtues : _bthe complexity of the construct/ _ccreated by Hugh Sockett |
| 264 | 1 |
_aThousand Oaks : _bSage, _c2009. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal of teacher education _vVolume 60, number 3 |
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| 520 | 3 | _aThe 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. | |
| 650 |
_aTeaching protocols _vDispositions _xPersonality traits |
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| 856 | _uhttps://doi.org/10.1177/0022487109335189 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c167473 _d167473 |
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