ABSTRACT
This chapter examines and discusses empirical data drawn from two Jubilee Centre projects – The Good Teacher and Teacher Education – which have examined how teachers at various stages of their career – Student Teacher, Newly Qualified Teacher and Experienced Teacher – conceive their own personal character strengths and those character strengths they identify with the ‘ideal’ or ‘good’ teacher. In addition, drawing on data collected by The Good Teacher project, analysis is presented of responses to a series of ethical dilemmas given by teachers at various stages of their career. Analysis of the dilemma data found that while the majority of teachers can confidently apply moral virtues when making professional decisions, there are some situations where this is challenging (particularly in situations where virtues conflict). Data analysis also suggested some significant differences in response based on career stage and gender.
