Source: European Journal of Teacher Education, Volume 37, Issue 3, pages 312-330, 2014
This article examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland.
The intervention strategy employed a case-based pedagogical approach where 123 participants explored and discussed classroom scenarios to prepare them for a six-week school-based placement.
Results indicate statistically significant increases in levels of moral reasoning post intervention. This finding suggests that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.