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.

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.

Ethos - von der Haltung zum Verfahren 0. 1 Von der Definition zum Prozessmodell Welche Krafte auch Schuld daran sein mogen, immer wieder seit der Grun dung der Volksschule hat man versucht, aus Lehrpersonen moralische Hel den und HeIdinnen zu machen. Von Arzten, Pfarrern, Richtern gilt ahnliches in anderer Weise. Lehrpersonen sind in der Tat Experten des Lernens, der Kommunikation und der Verantwortung, Arzte sind Experten des Heilens, Richter Experten der Gesetze. Aber moralische Ubermenschen konnen sie nicht mehr sein, auch wenn die Qualitat und der Charme des Buches "Some do care" von Colby & Damon (1992) auf den ersten Blick einleuchten. In diesem Buch werden solche moralischen Helden qualitativ untersucht und beschrieben. Wir aber mochten nicht Helden beschreiben, sondern ein pro fessionsmoralisches Verfahren darstellen, ein Verfahren, das fur jede Berufs person, insbesondere fur jeden Lehrer und jede Lehrerin, lernbar und an wendbar ist. Bei diesem Verfahren geht es darum, bei Verletzung des Ge rechtigkeitsgefuhls der Kinder oder betroffener Erwachsener, bei Gefahrdun gen der Intimitat der Jugendlichen, bei vorauszusagenden negativen Konse quenzen von Handlungen etc. eine ganz bestimmte Form der Problemlosung einzuleiten, was einer Konstruktion von Moral in konkreten Situationen gleichkommt. Mit einem solchen Vorgehen wird implizite die Wirkung mo ralischer Helden in Frage gestellt. Heldenmoral und Weisheit sind dann nur mehr geschenkhafte Nebenprodukte des Gebrauchs solcher Verfahren. Ubri gens, statt moralische Helden lasst sich auch der Begriff moralische Person lichkeit verwenden."