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The Moral Vacuum in Teacher Education Research and Practice


by Matthew Sanger & Richard D. Osguthorpe 2013

This chapter examines the gap between the widespread acknowledgment that teaching is a moral endeavor, on the one hand, and the lack of explicit, systematic teacher education research and practice to support preparing teachers for the moral aspects of teaching. After providing an initial description of the aforementioned gap, the chapter surveys the evidence that such a gap exists, then takes up a number of themes found in the literature bordering the gap. It concludes with a discussion of possible paths for teacher education research and practice to move forward.


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This article originally appeared as NSSE Yearbook Vol 112. No. 1.


Cite This Article as: Teachers College Record Volume 115 Number 13, 2013, p. 41-60
http://www.tcrecord.org ID Number: 18316, Date Accessed: 12/16/2017 3:18:15 PM

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About the Author
  • Matthew Sanger
    Idaho State University
    E-mail Author
    MATTHEW SANGER is an Associate 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 teaches courses in the social foundations of education, and in research methodology. His research focuses on the moral work of teaching and teacher education, with recent articles appearing in Teaching and Teacher Education, Curriculum Inquiry, and the Journal of Moral Education. He co-edited the forthcoming volume - The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners (Teachers College Press).
  • Richard Osguthorpe
    Boise State University
    E-mail Author
    RICHARD OSGUTHORPE is Associate Professor and Chair of the Department of Curriculum, Instruction, and Foundational Studies 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. He is the co-editor of the forthcoming volume - The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners (Teachers College Press).
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