Teacher preparation must be ethical formation, not mere technical training.

Evidence

Freire (2001) insists that we resist neoliberal inevitability and argues that “teacher preparation should never be reduced to a form of training. Rather, teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history” (p. 23). He further stressed the important relationship between literacy and politics and argues that (critical) literacy involves critical perception, interpretation, and reflection. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 201

Categorization

• DEFINE: Directly defines the Freirean distinction between ‘training’ and ‘ethical formation’ of teacher selves and history.
• APHORISMS: Encapsulates a durable principle: professional preparation that stops at technique forfeits its ethical and historical dimension.
• XREF: connects to: Education’s core mission is civic moral formation, not test scores; Teacher education should examine schooling’s socioeconomic and historical context, not just classroom practice. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 203; Ethics is constituted by practical activities and embodied dispositions, not by norms or ideas — Saba Mahmood, Politics of Piety: The Islamic Revival…, 204

Broader Connections

• Education’s core mission is civic moral formation, not test scores #corroborates (0.80)
• Teacher education should examine schooling’s socioeconomic and historical context, not just classroom practice. #expands (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 203
• Ethics is constituted by practical activities and embodied dispositions, not by norms or ideas #expands (0.75) — Saba Mahmood, Politics of Piety, 204