This article examines the formation of Christian teachers through the lens of the normative practice model, which understands teaching as a value-laden and relational activity. Teaching is not merely the transfer of knowledge or skills, but a moral enterprise directed towards the integral development of learners and teachers. From a virtue-ethical perspective, the article emphasises that character formation and the cultivation of virtues such as prudence, justice, courage and self-control are essential for developing a professional identity. This identity emerges from the interplay between personal convictions, professional norms and practical experience, and becomes visible in teachers’ actions within complex pedagogical contexts. The article clarifies the concepts of ‘normative practice’, ‘character formation’ and ‘professional identity’, and applies them to the Christian teaching profession, highlighting the role of both the cardinal and theological virtues. The analysis shows that the education and professional development of Christian teachers cannot be reduced to technical competencies, but should foster a pedagogical environment that integrates moral practice, spiritual flourishing and professional reflection. This perspective underscores the teacher’s role as a morally and relationally engaged professional contributing to the holistic development of learners. Methodologically, the article is based on a conceptual and philosophical analysis of the literature, integrating the normative practice model with virtue ethics. Contribution: The article addresses a gap in the literature by demonstrating how this model can be integrated into teacher education, offering theoretical clarification and practical implications for Christian teacher education programmes and the strengthening of professional identity.
Broer et al. (Fri,) studied this question.