ABSTRACT As teaching, irrespective of its geographical location involves personal relationships, all teachers are in some sense moral educators through the ‘hidden curriculum’, or learning which takes place through the process of being educated. However, teacher education (TE) in many parts of the world is increasingly preoccupied with content and academic attainment for its own sake, rendering it insufficiently attentive to those fundamentally human concerns that characterize teaching and through which teachers educate their students. This paper attends to those elements that professional formation must include to support teachers as moral educators effectively, whether or not they identify as curriculum specialists in this area. I conclude by outlining three specific examples of initiatives which address current deficiencies in practical terms through reclaiming ‘leaky’ spaces within conventional pre-service programmes: ‘Philosophy for Teachers’ (P4T), ‘Shared Space’ and ‘Going Global’.

中文翻译：

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德育与教师职前专业培养的挑战

摘要 由于教学，无论其所处的地理位置涉及个人关系，在某种意义上，所有教师都是通过“隐藏课程”或在受教育过程中发生的学习而成为道德教育者。然而，世界上许多地方的教师教育 (TE) 越来越关注内容和学术成就，这使得它对教学的特征以及教师教育学生的那些根本人性化的关注不够关注。本文关注专业形成必须包括的那些要素，以有效支持教师作为道德教育者，无论他们是否被认定为该领域的课程专家。