Search results for: Moral education
Page 1/1 8 items
This research collected the voices of students in a UK university, better to understand their perception of their ‘moral responsibility’ as trainee early years educators. The UK Early Years Framework states that practitioners will instil in young children an understanding of what is ‘right and wrong’. This is a formidable expectation in itself; yet early years educators are also expected to work ethically, sensitively and respectfully with a wide network of colleagues and stakeholders. This research, carried out through a fully anonymised survey, provided the opportunity for some student teachers to share that where ethical responsibility was concerned, they just didn’t get it. The research found that an understanding was often assumed by tutors and that a more conscious effort needed to be made more explicitly to explore these concepts, and the associated lexicon, within module content.
Updated: Aug. 11, 2022
Modeling as Moral Education: Documenting, Analyzing, and Addressing a Central Belief of Preservice Teachers
This study aims to describe the beliefs of preservice teachers regarding the moral work of teaching. The results reveal that the vast majority of participants expressed the belief that we can indeed teach children to be good. Furthermore, modeling as means of moral education is found to be a dominant theme in the data. Among the discussions of modeling, several sub-themes about the nature of modeling and its role in teaching are reported.
Updated: Feb. 25, 2015
The current paper explores how educators use film to promote critical thinking and develop citizens of character through values analysis. This article provides a model for using film to teach students to be citizens of character are provided for teachers interested in incorporating this approach into their classroom instruction. The authors conclude that teaching students to critically examine and analyze films will empower them to rationalize and defend their values, and allow students to deeply think about what it means to be an effective citizen in the 21st century.
Updated: Jan. 10, 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
This article is primarily concerned with the “practical conclusions” of attending to dispositions in teacher preparation. It makes a case for teachers with moral disposition, for several reasons. They are changers to the methods they employ; they are the most important point of the disposition debate that is grounded in avoiding poor moral character.
Updated: Oct. 23, 2008
Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives
Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on 'heroes' through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them.
Updated: Mar. 02, 2008
This article describes the principles and the actualization of Korczak's moral education and explores how Korczak reconciled the differences between the ethical world he created in his institutions and the surrounding immoral society. The example set by Korczak's educational praxis serves as an inspiring model of school life across the boundaries of time and place and touches our need to believe in education's responsibility to strive and struggle for a better world, even when it seems an unattainable goal.
Updated: Mar. 02, 2008