Several approaches can be used to im prove the ethical behavior of teachers. Three of these approaches are described and critically examined by Watras. No generic strategy, argues the author, will, of itself, lead to making preservice teachers more ethical beings, though different strategies can be useful toward increasing or decreasing the discrep ancy between what prospective teach ers learn and how they subseguently live. Of greater help, suggests Watras, is the work of Martin Buber. Buber's perspective offers an approach that can be treated along with each of the ethical approaches; one which can have the ef fect of substantially reducing the dis tance between thought and action.
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