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Teaching As a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education


reviewed by Linor Lea Hadar — April 14, 2011

coverTitle: Teaching As a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education
Author(s): Peter C. Murrell, Mary Diez, Sharon Feiman-Nemser, and Deborah L. Schussler (eds.)
Publisher: Harvard Education Press, Cambridge
ISBN: 1934742783, Pages: 264, Year: 2010
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Cite This Article as: Teachers College Record, Date Published: April 14, 2011
http://www.tcrecord.org ID Number: 16384, Date Accessed: 8/2/2014 12:30:19 AM

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About the Author
  • Linor Hadar
    University of Haifa Beit Berl College of Education
    E-mail Author
    LINOR LEA HADAR teaches at the Department of Learning, Instruction and Teacher Education at University of Haifa and at the Beit Berl College of Education. Her research interests include the intersection of professional development and school pedagogical reform. She defines professional development as developing a disposition. In order to understand school pedagogic changes, she also explores students' voices, through which she investigates pedagogy in practice. She also works with teacher educators to develop thinking dispositions among teacher candidates. She recently published "Pedagogy in Practice: The Schools' Pedagogy from the Students' Perspective" (in Research Papers in Education, 2010) and "From Isolation to Symphonic Harmony: Building a Community of Learners among Teacher Educators" (in Teaching and Teacher Education, 2011).
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