Conceptual frameworks for understanding the relationship between virtuous teaching and assessment
MetadataShow full item record
Using conceptual frameworks in metaphorical forms, this interpretive inquiry details lived experiences in Tasmanian schools. Adopting a sociological perspective, there are comparisons with overseas teaching and methods of assessment. Various teaching practices are examined in light of a code of professional ethics which was formulated to guide the moral commitment of Tasmanian teachers. The relationship between students and virtuous teachers, which necessarily involves other stakeholders, is explored.