“…First, as stated above, we fall in with an increasingly long line of scholars who assume that the practice of teaching is infused with moral and ethical considerations (Campbell, 2003;Fenstermacher, 1990;Hansen, 2001;Tom, 1984) and that teachers, whether they know it or not, engage in the moral and character education of the students in their classrooms (Berkowitz, 2002;Noddings, 2002). Second, we assume, in the constructivist tradition, that effective teaching is informed by prior beliefs, and that attending to these prior beliefs in teacher education is important when learning how to teach (Raths & McAninch, 2003;Richardson, 1996Richardson, , 2003Richardson & Placier, 2001;Smylie, 1988;Tobin, 1990). Finally, we believe that the prevailing educational ideology (Sanger, 2012)-with its myopic focus on high stakes testing as a result of contemporary accountability reform efforts-is detrimental to the broader, moral purposes of schooling (Biesta, 2009(Biesta, , 2010Fenstermacher & Richardson, 2010;Rothstein, Jacobsen, & Wilder, 2008) and that the practice of teaching and teacher education ought to be informed by these moral purposes.…”