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This article addresses the current debates about the definition and assessment of dispositions in teacher education. Competing perspectives on the definitions and assessment of dispositions in teacher education are examined and critiqued, and a renewed commitment to foregrounding the moral nature of teaching is suggested. Recommendations for understanding and assessing the moral in teacher education, including the development of a code of ethics for the profession, are provided.
Burant et al. (Mon,) studied this question.