2026-03-05T08:24:30Z https://fukujo.repo.nii.ac.jp/oai

oai:fukujo.repo.nii.ac.jp:02000659 2024-12-16T09:30:37Z 1719218447191:1719218515320:1719390353002:1723003487776

Courage and Teaching Williams, P. Alan open access courage experimentation alternative beliefs questioning feedback To improve the quality of learning that takes place behind classroom doors, a lot of research is currently done on the characteristics and qualities of effective teachers. Based on the findings, some researchers contend that teachers who have a lasting effect on their learners have a rich, wide, and encyclopedic knowledge of the content they wish to impart. While not denying the importance of knowledge in general, others maintain that stellar teachers have a set of pedagogical skills that ensures learning that is deep. There is another, more philosophical approach to teaching that seeks to identify the intellectual virtues or the qualities of mind good teachers possess. Philosophers who advocate this line of research argue, for example, that teachers who are fair and open-minded exert a more positive effect on those under their charge than those who are unfair and dogmatic. This paper will follow this promising tradition of relating mental dispositions with quality teaching. It will argue that courage is an important mental trait that empowers teachers to influence their students in productive ways. 福岡女学院大学英語教育研究センター Centre for the Study of English Language Teaching, Fukuoka Jo Gakuin University 2023-03 eng departmental bulletin paper VoR https://hdl.handle.net11470/1009 https://doi.org/10.60461/0002000659 http://hdl.handle.net/11470/1009 https://fukujo.repo.nii.ac.jp/records/2000659 10.60461/0002000659 21882762 27590364 AB00011360 The Centre for the Study of English Language Teaching JOURNAL 11 22 1 22 https://fukujo.repo.nii.ac.jp/record/2000659/files/CSELT011001.pdf application/pdf 134 KB 2023-03