Authors

• Ellen Larsen, University of Southern QueenslandFollow
• Katie M. Burke, University of Southern QueenslandFollow
• Melissa Fanshawe A/P, University of Southern QueenslandFollow
• Yvonne Salton, University of Southern QueenslandFollow
• Mark Oliver, University of Southern QueenslandFollow

Enablers and Constraints to Implementing Intellectual Virtues Pedagogy in a Higher Education Context: A Teacher Educator Perspective

Keywords

intellectual virtues, lifelong learning, higher education, pedagogy learner dispositions

Abstract

Higher education aims to develop graduates with specific professional and disciplinary expertise and lifelong learning capabilities. We argue that instruction for these learning dispositions, conceptualised in this study as intellectual virtues, is challenging and complex. We report on practitioner research conducted by nine teacher educators as we worked to implement intentional instruction of intellectual virtues in our teacher education courses. Drawing on online surveys and reflective conversations, we used descriptive statistical and thematic analysis to investigate the approaches taken to integrate the intellectual virtues and, more specifically, the challenges and opportunities for doing so. Findings highlighted the structural, cultural, and pedagogical conditions that enable or constrain the implementation of intellectual virtues pedagogy in teacher education coursework. In so doing, the study provides a deepened understanding of the conditions that may contribute to supporting effective course and program development that embeds a focus on lifelong learning dispositions.

Was this research funded?

Yes, research was funded

Recommended Citation

Larsen, E., Burke, K. M., Fanshawe, M., Salton, Y., & Oliver, M. (2026). Enablers and Constraints to Implementing Intellectual Virtues Pedagogy in a Higher Education Context: A Teacher Educator Perspective. Australian Journal of Teacher Education, 51(2). https://doi.org/10.14221/1835-517X.6984