How the study of historical educators in higher education can strengthen virtuous professionality of schoolteachers
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 socia...
| Autor principal: | |
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| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado em: |
[2019]
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| Em: |
International journal of Christianity & education
Ano: 2019, Volume: 23, Número: 3, Páginas: 312-326 |
| Classificações IxTheo: | FB Formação teológica T História ZF Pedagogia |
| Outras palavras-chave: | B
Imaginação
B Education history B Professional Identity B Historical sensation |
| Acesso em linha: |
Volltext (Resolving-System) Volltext (doi) |
| Resumo: | 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. |
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| ISSN: | 2056-998X |
| Obras secundárias: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/2056997119865564 |
