Enablers and Constraints to Implementing Intellectual Virtues Pedagogy in a Higher Education Context: A Teacher Educator Perspective
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| Title: | Enablers and Constraints to Implementing Intellectual Virtues Pedagogy in a Higher Education Context: A Teacher Educator Perspective |
|---|---|
| Language: | English |
| Authors: | Ellen Larsen, Katie M. Burke, Melissa Fanshawe, Yvonne Salton, Mark Oliver |
| Source: | Australian Journal of Teacher Education. 2026 51(2):84-104. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Educators, Teacher Attitudes, Expertise, Lifelong Learning, Intellectual Development, Moral Values, Higher Education, Curriculum Implementation, Teacher Education Programs, Preservice Teacher Education |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | Higher education aims to develop graduates with specific professional and disciplinary expertise and lifelong learning capabilities. We argue that instruction for these learning dispositions, conceptualised in this study as intellectual virtues, is challenging and complex. We report on practitioner research conducted by nine teacher educators as we worked to implement intentional instruction of intellectual virtues in our teacher education courses. Drawing on online surveys and reflective conversations, we used descriptive statistical and thematic analysis to investigate the approaches taken to integrate the intellectual virtues and, more specifically, the challenges and opportunities for doing so. Findings highlighted the structural, cultural, and pedagogical conditions that enable or constrain the implementation of intellectual virtues pedagogy in teacher education coursework. In so doing, the study provides a deepened understanding of the conditions that may contribute to supporting effective course and program development that embeds a focus on lifelong learning dispositions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1511283 |
| Database: | ERIC |
| Abstract: | Higher education aims to develop graduates with specific professional and disciplinary expertise and lifelong learning capabilities. We argue that instruction for these learning dispositions, conceptualised in this study as intellectual virtues, is challenging and complex. We report on practitioner research conducted by nine teacher educators as we worked to implement intentional instruction of intellectual virtues in our teacher education courses. Drawing on online surveys and reflective conversations, we used descriptive statistical and thematic analysis to investigate the approaches taken to integrate the intellectual virtues and, more specifically, the challenges and opportunities for doing so. Findings highlighted the structural, cultural, and pedagogical conditions that enable or constrain the implementation of intellectual virtues pedagogy in teacher education coursework. In so doing, the study provides a deepened understanding of the conditions that may contribute to supporting effective course and program development that embeds a focus on lifelong learning dispositions. |
|---|---|
| ISSN: | 0313-5373 1835-517X |
