Este artículo explora los conceptos de 'yo-de-virtud' e 'identidad de virtud' en perspectiva aristotélico realista. Distinguiendo la 'disposición fundamental' de crecer en virtud, que defi ne al 'yo-devirtud', de las disposiciones particulares de las virtudes, se conceptualiza el crecimiento en virtud como realidad 'integradora' y 'sistema abierto y libre', basado en la acción guiada por la frónesis. Se describe la dimensión moral y cognitivo-afectiva del yo, así como la diferencia radical entre 'identidad de virtud' e 'identidad moral', proponiendo un modelo para el desarrollo del 'yo-de-virtud', con sus aspectos pedagógicos. Procurar desarrollar el 'yo-de-virtud' evitaría la atomización de la educación en virtudes. Palabras clave: 'Yo-de-virtud', Identidad de virtud, Crecimiento en virtud, Identidad.

Nowadays, instrumental undergraduate students must often negotiate their emerging performer and teacher identities, and the results of this process affect the way they later balance their professional and personal life and their ability to sustain lifelong involvement in music. Drawing from recent sociological studies on bicultural identity integration, this study addresses two research questions: What strategies do undergraduate students adopt for negotiating both professional identities? And what are the characteristics of each strategy? One hundred and twenty-one undergraduate performance students participated in this study. Using cluster analysis, a typology of eight strategies for negotiating performer and teacher identities was developed: moratorium, diffusion, dichotomy, involvement with narrow vision, performers who happen to teach, assimilation or unwilling teacher dominance, quasi-integration and integration. These categories are characterized by students' level of personal commitment, involvement, perceived freedom, breadth and accuracy of the professional image, and personal and social professional recognition. The strategies unfolded and described in this study could be useful for students who want to reflect on new ways of negotiating multiple professional identities and for researchers involved in musicians' identity-building research.

The purpose of this study was to describe and discuss the way students of the Latvian Academy of Music teach before having entered a teacher training programme. Five hours of students' teaching work was video-taped, analysed and discussed with them between the spring of 2010 and the winter of 2011. The descriptive and analytic results of this study were also contrasted with their own views on pedagogy, which were drawn from a previous study that had been conducted with the same students and their peers in the fall of 2009. The role of the teaching habits and skills that students have acquired from their own teaching, temperament or background is discussed, as well as their needs starting teacher training. Suggestions for improving teacher training practices are put forth.

Purpose The relevance of institution leaders’ personal qualities for providing quality education is widely recognized. The purpose of this paper is to explore vocational education and training (VET) institution leaders’ character features. The research question was twofold: What are the features of the character of the pedagogical leaders of three Latvian VET institutions according to students, teachers and institution board members? What are the differences between respondents’ groups regarding their perceptions of leaders’ virtues? Design/methodology/approach Six members of the institution board, five teachers and six students participated in structured qualitative interviews collected in 2013 in three high-quality VET institutions from different fields (tourism, sports and maritime education). Secondary analysis of latent content was used to explore respondents’ perceptions of leaders’ virtues, using software AQUAD 7 for qualitative data analysis. Findings The results revealed significant differences between students’ and staff (teachers’ and institution board members’) perceptions: the staff members appreciated particularly leaders’ performance virtues (“teamwork orientation”) and intellectual virtues (“critical thinking”), whereas, for students, heads’ moral virtues were more relevant, especially “magnanimity”. Respondents also showed concern about VET institution leaders’ civic virtues (“neighborliness,” “community awareness,” and “communicability”). Practical implications The results suggest that different perspectives, and in particular students’ voices, should be integrated in VET leaders’ assessment process and that their continuing professional development should also address their intellectual, moral and civic virtues. Originality/value This study represents an innovative methodological trial for investigating educational institution heads’ leadership from the lens of virtue ethics.

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