Search results for: Moral values
Page 2/3 30 items
In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of teaching. The authors describe a case study which comes from their personal experience and apply the eight stages of the framework on it. The authors conclude that the framework for ethical decision making presented here provides a strategy for bringing conceptual coherence to professional ethics courses for teachers.
Updated: Jan. 07, 2014
The current study examines online, threaded case discussions with regard to the ways teacher candidates displayed a morally reflective stance toward teaching and how unique features of online discourse shaped this stance. The findings reveal that the case discussions provided evidence of a morally reflective stance toward teaching. However, the candidates were more focused on working toward a solution versus fully exploring the complexity of the case. Furthermore, the analysis shows that the asynchronous, threaded discussion format embodies several features that appeared to foster dialogue that engaged candidates in substantive moral reflection upon teaching.
Updated: Sep. 02, 2013
Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators
In this article, the author discusses how to introduce a new group of teacher education students or other preservice educators to the research about lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and schooling-related issues. The author believes that educators empowered with strong arguments about the needs of LGBTQ students are best prepared to articulate to their colleagues why the inclusion of LGBTQ issues is a fundamental obligation as educators and is in keeping with the broader mission of any school community.
Updated: Jul. 23, 2012
The current article presents a construct that has served as the perspective by which civic education and government courses have been taught in American secondary schools. The author explains the construct of natural rights. The author's purpose here is pointing out the elements of the natural rights construct and critiquing its effects on the teaching of civics and government. Then, the author outlines the moral element and theoretical and curricular elements of the natural rights construct . Finally, the author provides a critique of the natural rights perspective.
Updated: Jun. 20, 2012
The main purpose of the present study was to investigate the relationships between moral reasoning and epistemological beliefs in the context of educational research. The sample consisted of 96 elementary student teachers in Turkey. The findings of this study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning. The results also showed that while student teachers develop more sophisticated beliefs in some epistemological dimensions, they develop less sophisticated beliefs in other epistemological dimensions.
Updated: Mar. 06, 2012
The current article presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching.
Updated: Dec. 21, 2011
Comparing Teachers’ Views on Morality and Moral Education, A Comparative Study in Turkey and the United States
The authors examined how K-8 teachers approach morality, moral education, and the moral development of children in Turkey and in the United States. It was found that Turkish and American teachers had different views on the definition of morality. Turkish teachers emphasized societal values and global values, which have implications for the sustainability of the Turkish nation-state. On the other hand, American teachers emphasized moral action and morality in context rather than global values.
Updated: Nov. 30, 2011
Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about their Students, their Colleagues and their Work
The current article describes a study that examined what emotions the experienced EFL teachers perceive in their work and the implications this has for their development. Nine university EFL teachers in Tokyo participated in the study. It was found that amongst these experienced teachers the two ‘positive’ emotions of liking and caring for students were especially common. However, the teachers expressed negative emotions regarding their colleagues and institutions.
Updated: Nov. 29, 2011
In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions.
Updated: Sep. 27, 2011
How to Conduct Research on the Inherent Moral Significance of Teaching: A Phenomenological Elaboration of the Standard Repertory Grid Application
In this paper, the authors will set out in detail how, on the basis of the standard repertory grid application, they developed a repertory interview method. The method, which developed by the authors, can be used to collect data that could foster a thorough understanding of the inherent moral significance of teachers’ day-to-day classroom interactions.
Updated: Apr. 14, 2011