Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world’s foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values – in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.

Teachers --- Teaching --- Professional ethics. --- Moral and ethical aspects. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Ensenyament --- Professors --- Aspectes morals --- Educational psychology. --- International education. --- Comparative education. --- Psychology. --- Professional education. --- Vocational education. --- Teaching and Teacher Education. --- Educational Psychology. --- International and Comparative Education. --- Behavioral Sciences and Psychology. --- Professional and Vocational Education. --- Training of. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Psychology --- Teacher education --- Teacher training --- Teachers, Training of --- History --- Professors.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Moral education. --- Democracy --- Citizenship --- Education --- Education morale --- Démocratie --- Education civique --- Study and teaching. --- Aims and objectives. --- Etude et enseignement --- Finalités --- Moral education --- Study and teaching --- Aims and objectives --- Démocratie --- Finalités

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The Handbook of Moral Motivation offers a contemporary and comprehensive appraisal of the age-old question about motivation to do the good and to prevent the bad. From a research point of view, this question remains open even though we present here a rich collection of new ideas and data. Two sources helped the editors to frame the chapters: first they looked at an overwhelmingly fruitful research tradition on motivation in general (attribution theory, performance theory, self-determination theory, etc.) in relationship to morality. The second source refers to the tension between moral judgment (feelings, beliefs) and the real moral act in a twofold manner: (a) as a necessary duty, and, (b) as a social but not necessary bond. In addition, the handbook utilizes the latest research from a wide range of disciplinary perspectives, wishing to suggest by this that the answer to the posed question will likely not come from one discipline alone. Furthermore, our hope is that the implicit criticism that the narrowly constructed research approach of the recent past has contributed to closing off rather than opening up interdisciplinary lines of research becomes in this volume a strong counter discourse. The editors and authors of the handbook commend the research contained within in the hope that it will contribute to better understanding of humanity as an inherently moral species.

Teaching --- motivatie --- onderwijs --- Motivation (Psychology) --- Ethics --- Deontology --- Ethics, Primitive --- Ethology --- Moral philosophy --- Morality --- Morals --- Philosophy, Moral --- Science, Moral --- Philosophy --- Values --- Action, Psychology of --- Drive (Psychology) --- Psychology of action --- Psychology