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...

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Bibliographic Details
Published in:International journal of Christianity & education 2019-11, Vol.23 (3), p.312-326
Main Author: De Muynck, Bram
Format: Article
Language:English
Subjects:
Biographies
Educational History
Educational Principles
Identification (Psychology)
Imagination
Learning Processes
Learning Theories
Professional Identity
Student Development
Student Teachers
Teacher Education
Teachers
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Summary: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.
ISSN:2056-9971
2056-998X
DOI:10.1177/2056997119865564