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...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage Publishing
[2019]
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| In: |
International journal of Christianity & education
Year: 2019, Volume: 23, Issue: 3, Pages: 312-326 |
| RelBib Classification: | FB Theological education TA History ZF Education |
| Further subjects: | B
Imagination
B Education history B Professional Identity B Historical sensation |
| Online Access: |
Volltext (Resolving-System) Volltext (doi) |
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| 245 | 1 | 0 | |a How the study of historical educators in higher education can strengthen virtuous professionality of schoolteachers |c Bram De Muynck (Driestar Christian University, Gouda, the Netherlands, Theologische Universiteit Apeldoorn, the Netherlands) |
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| 520 | |a 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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