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Realizing the Moral Value in Teachers’ Work: Breaking Down the Open Door


by Richard D. Osguthorpe & Mathew N. Sanger — April 25, 2014

Teaching is an inherently moral endeavor with moral purpose, and it takes place in classrooms inhabited by teachers who choose to be there for moral reasons. However, most teacher candidates do not come to their teacher education programs with a well-developed understanding of the moral work of teaching, and most leave without any concerted effort to develop that understanding. This article discusses the concerns that arise from this lack of attention to the moral work of teaching in teacher education, and it identifies hopeful approaches to helping teacher candidates find moral meaning and value in their future lives as teachers.


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Cite This Article as: Teachers College Record, Date Published: April 25, 2014
http://www.tcrecord.org ID Number: 17516, Date Accessed: 10/1/2014 4:11:27 AM

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About the Author
  • Richard Osguthorpe
    Boise State University
    E-mail Author
    RICHARD OSGUTHORPE is Dean-Elect and Professor in the College of Education at Boise State University. His teaching responsibilities include courses in the foundations of education, and he also serves as a liaison in partner schools, where he works closely with teacher candidates in clinical field experience. His research combines his work in schools and responsibilities in teacher education with his deep interest in the moral work of teaching.
  • Mathew Sanger
    Idaho State University
    E-mail Author
    Matthew Sanger is a professor in the College of Education at Idaho State University. He received his PhD in Educational Studies, along with an MA in Philosophy, from the University of Michigan, Ann Arbor. He currently teaches courses in the social foundations of education. His research focuses on the moral work of teaching and teacher education, with recent publications appearing in Teaching and Teacher Education, Curriculum Inquiry, and the Journal of Moral Education.
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