Abstract
In this chapter, the author focuses on the role of teacher education programs in devising ways of enabling beginning teachers to contribute toward their ongoing character formation, to inculcate in them a love for self-discovery, wonder and commitment for the promotion of every individual person and a sense of responsibility which comes from a call to serve the wider community. The author argues that becoming a teacher means becoming part of a “community of practice” that is involved in negotiating meaning, and therefore in a continuous understanding and re-understanding of knowledge, so playing a role in building identity. In this sense, participation is a key element of becoming a good teacher. The author further argues that student teachers should experience schools and the dynamics of classrooms, corridors and staff rooms in ways that inculcate the values that are basic to the profession.
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Gellel, A. (2010). Teachers as Key Players in Values Education: Implications for Teacher Formation. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_10
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