Persistent Link:
http://hdl.handle.net/10150/288891
Title:
Manner in teaching: A study in moral virtue
Author:
Fallona, Catherine Ann, 1968-
Issue Date:
1998
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
There is a growing interest in the study of the moral qualities of teachers. Many studies emphasize empirical techniques without attention to the philosophical features of moral conduct or focus on the philosophical features without connections to the actual conduct of teachers. This dissertation combines philosophical and empirical inquiry to study the moral conduct of teachers. Using Fenstermacher's distinction among teaching method, style, and manner, the technical and personality characteristics of teachers are distinguished from teacher conduct that expresses moral virtue. This conduct is known as the manner of the teacher. This dissertation investigates how manner may be made explicit, as a philosophical concept and an object of empirical inquiry. The philosophical part examines the conceptual nature of moral action in the classroom, using an Aristotelian ethics as the framework for analysis. The empirical part is a case study of three classroom teachers, whose moral conduct is examined using the Aristotelian framework. This dual philosophical/empirical approach permits inquirers to observe and analyze selected moral dimensions of teaching, then draw conclusions about how the teachers express moral virtue. The empirical part is a qualitative study of three teachers, each interviewed and observed over a one year period. Case studies illustrating the teachers' expressions of moral virtue were developed, followed by a cross-case analysis that revealed common and distinct elements in the teachers' manner. The cross-case analysis suggests that the teachers express virtues in similar ways according to the Aristotelian framework and in particular ways according to their individual style. Further, teachers express more than one virtue simultaneously. The main conclusion one may draw from this study is that it is possible to systematically observe and describe manner in teaching. Suggestions for further research include (1) situations in which the expression of one virtue appears to conflict with another, (2) the difficulties of analyzing the intellectual virtues, and (3) clarifying the relationship between manner and teachers' context, content, and students. A significant implication of this study is that it is possible to attend to manner in ways that permit the development of moral virtue in teaching.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Teacher Training.; Education, Philosophy of.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Fenstermacher, Gary D.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleManner in teaching: A study in moral virtueen_US
dc.creatorFallona, Catherine Ann, 1968-en_US
dc.contributor.authorFallona, Catherine Ann, 1968-en_US
dc.date.issued1998en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThere is a growing interest in the study of the moral qualities of teachers. Many studies emphasize empirical techniques without attention to the philosophical features of moral conduct or focus on the philosophical features without connections to the actual conduct of teachers. This dissertation combines philosophical and empirical inquiry to study the moral conduct of teachers. Using Fenstermacher's distinction among teaching method, style, and manner, the technical and personality characteristics of teachers are distinguished from teacher conduct that expresses moral virtue. This conduct is known as the manner of the teacher. This dissertation investigates how manner may be made explicit, as a philosophical concept and an object of empirical inquiry. The philosophical part examines the conceptual nature of moral action in the classroom, using an Aristotelian ethics as the framework for analysis. The empirical part is a case study of three classroom teachers, whose moral conduct is examined using the Aristotelian framework. This dual philosophical/empirical approach permits inquirers to observe and analyze selected moral dimensions of teaching, then draw conclusions about how the teachers express moral virtue. The empirical part is a qualitative study of three teachers, each interviewed and observed over a one year period. Case studies illustrating the teachers' expressions of moral virtue were developed, followed by a cross-case analysis that revealed common and distinct elements in the teachers' manner. The cross-case analysis suggests that the teachers express virtues in similar ways according to the Aristotelian framework and in particular ways according to their individual style. Further, teachers express more than one virtue simultaneously. The main conclusion one may draw from this study is that it is possible to systematically observe and describe manner in teaching. Suggestions for further research include (1) situations in which the expression of one virtue appears to conflict with another, (2) the difficulties of analyzing the intellectual virtues, and (3) clarifying the relationship between manner and teachers' context, content, and students. A significant implication of this study is that it is possible to attend to manner in ways that permit the development of moral virtue in teaching.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Teacher Training.en_US
dc.subjectEducation, Philosophy of.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorFenstermacher, Gary D.en_US
dc.identifier.proquest9901769en_US
dc.identifier.bibrecord.b38837985en_US
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