The study under-investigation cites the ethical principles introduced and determined by the ancient era philosophers including Socrates, Plato, Aristotle and Stoics (684-5), for the training of the educators and learning of the students. Thus, the philosophers have articulated their theories for the promotion of learning process as well as for establishing a strong association between teachers and students. Hence, the study looks determined to explore the aspects of teacher education, where the author has drawn the conclusion that motivating the teachers to review their moral conduct while rendering professional services could be imperatively beneficial in respect of introducing improvements in their conduct.
While discussing the methodology adopted by the author, it becomes evident that virtue and moral education have been emphasized upon in this study, where relevant literature, including Fenstermacher’s research (1999) has been applied to explain and illuminate the topic. Fallona (682-3) has applied cognitive development perspective due to its direct relationship with the research topic, where character building education and care to be observed during teaching have been stressed. Teacher’s witnessing mannerism and moral values has strongly been advocated in the study because of the very fact that the teacher’s conduct leaves long-lasting impact on the thoughts and minds of the students.
The study has been created to explore the three questions, which include: (1) what is manner in teaching? (2) how may one engage in the examination of manner in teaching? and (3) how may one observe and describe manner in terms of moral virtue? (683). Despite the fact that the author discusses the technical skills to be adopted by the teachers, she ascertains such proficiencies to be of far lesser significance than the observing and teaching of morality in personal conduct of the