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Phronesis in teacher education: a critical reexamination.

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Title: Phronesis in teacher education: a critical reexamination.
Authors: Yacek, Douglas W.1 (AUTHOR) yacek.d@gmail.com, Jonas, Mark E.2 (AUTHOR)
Source: European Journal of Teacher Education. Oct2025, Vol. 48 Issue 4, p722-738. 17p.
Subject Terms: *Teacher education, *Student teachers, *Ethical problems, *Effective teaching, Phronesis, Virtues
Abstract: A growing number of researchers have maintained that the Aristotelian-inspired idea of phronesis or 'practical wisdom' is indispensable for understanding and cultivating teacher expertise. Phronesis denotes a synthetic and dynamic intellectual disposition that allows practitioners to perceive the ethical complexities of challenging practical situations and consistently act in a way that realises the goods inherent in the practical environment. Although this is an attractive conceptual ideal, we argue in this article that advocates of phronesis have generally overlooked a necessary prerequisite for developing phronesis: a comprehensive and extended habituation in the ethical virtues (ethismos). Because most pre-service teachers will lack the ethical habituation required for phronesis, we show that phronesis-inspired models of teacher education need to be extended to include experiences we call 'epiphanies'. Epiphanies refer to moments of insight that can jumpstart the ethical habituation process necessary to usher pre-service teachers towards phronetic expertise. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Phronesis in teacher education: a critical reexamination.
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  Data: <searchLink fieldCode="AR" term="%22Yacek%2C+Douglas+W%2E%22">Yacek, Douglas W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yacek.d@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Jonas%2C+Mark+E%2E%22">Jonas, Mark E.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Oct2025, Vol. 48 Issue 4, p722-738. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Ethical+problems%22">Ethical problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Phronesis%22">Phronesis</searchLink><br /><searchLink fieldCode="DE" term="%22Virtues%22">Virtues</searchLink>
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  Data: A growing number of researchers have maintained that the Aristotelian-inspired idea of phronesis or 'practical wisdom' is indispensable for understanding and cultivating teacher expertise. Phronesis denotes a synthetic and dynamic intellectual disposition that allows practitioners to perceive the ethical complexities of challenging practical situations and consistently act in a way that realises the goods inherent in the practical environment. Although this is an attractive conceptual ideal, we argue in this article that advocates of phronesis have generally overlooked a necessary prerequisite for developing phronesis: a comprehensive and extended habituation in the ethical virtues (ethismos). Because most pre-service teachers will lack the ethical habituation required for phronesis, we show that phronesis-inspired models of teacher education need to be extended to include experiences we call 'epiphanies'. Epiphanies refer to moments of insight that can jumpstart the ethical habituation process necessary to usher pre-service teachers towards phronetic expertise. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Type: general
      – SubjectFull: Student teachers
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      – SubjectFull: Ethical problems
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              Text: Oct2025
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