Why teachers ought to be uncertain, if not ignorant

Current discussion about teacher codes of practice has skirted what I propose is a crucial aspect of teacher professionalism: belief-forming practices. Epistemic concepts become morally infused when considered alongside educative aims such as open, public dialogue and intellectual integrity. This paper raises questions for the nature of an ethics of belief specific to the profession of teaching, and offers a model in terms of virtue epistemology. Alongside virtues which lead teachers to more accurate knowledge are ‘uneasy virtues’ in Julia Driver’s sense of the term. They are uneasy because it seems that a teacher ought to have a special kind of ‘ignorance’ in order to be a worthy professional. While teachers are becoming increasingly accountable for codified professional practices, proportional focus has not been applied to teacher ethics of belief. This paper aims to promote discussion about this worthwhile dimension of educative practice.