Cultivating ‘good’ practice or ‘best’ practice? Moralities for teacher education

Doherty, C. (2018) Cultivating ‘good’ practice or ‘best’ practice? Moralities for teacher education. Journal of Education and Self Development, 13(4), pp. 20-31. (doi: 10.26907/esd13.4.03)

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Abstract

This paper engages with the double meaning of ‘good’ in English. ‘Good’ can refer to the morally correct choice, and it can also refer to high quality. The question then becomes whether these types of ‘good-ness’ refer to the same thing in teacher education. Theoretical treatments of moral good-ness in education highlight morality as a social fact that changes with the times. In contrast, good-ness as quality is tested and measured through international comparisons which increasingly define what counts as ‘quality’. In available research accounts of Russian education and Scottish education, different kinds of ‘good-ness’ emerge, with the risk that they conflict. The conclusion reflects on how we might and should prepare teachers for different versions of goodness and their contradictions.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Doherty, Prof Catherine
Authors: Doherty, C.
College/School:College of Social Sciences > School of Education
Journal Name:Journal of Education and Self Development
Publisher:Kazan Federal University
ISSN:1991-7740
ISSN (Online):1991-7740
Copyright Holders:Copyright © 2018 The Author
First Published:First published in Journal of Education and Self Development 13(4):20-31
Publisher Policy:Reproduced under a Creative Commons License

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