Abstract

Much of the literature supports the moral development theory as a justification for teachers to care, where teachers should care for their students because it contributes to their moral education as caring persons. If no causal relationship can be established, the question remains whether we would want teachers to care, preferably one that does not merely import its external normative significance into teaching. I argue that an understanding of teaching, and moreover, of good teaching already has embedded within it conceptions of care. Understanding that teaching involves care would then challenge virtue/character-based conceptions of the good teacher. While these clarifications are modest in scope, taking caring seriously in teaching has implications on how we conceptualize the good teacher, which in turn affects how both teacher education and professional ethics might be understood.