The Use of Case-Based Learning in the Development of Student Teachers' Levels of Moral Reasoning

Autor/inn/en	O'Flaherty, Joanne; McGarr, Oliver
Titel	The Use of Case-Based Learning in the Development of Student Teachers' Levels of Moral Reasoning
Quelle	In: European Journal of Teacher Education, 37 (2014) 3, S.312-330 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.870992
Schlagwörter	Case Method (Teaching Technique); Teaching Methods; Student Teachers; Moral Development; Moral Values; Teacher Role; Intervention; Undergraduate Students; Teacher Education Programs; Foreign Countries; Vignettes; Placement; Educational Theories; Ireland; Defining Issues Test + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Moralische Entwicklung; Moral value; Ethischer Wert; Lehrerrolle; Ausland; Betriebspraktikum; Praktikum; Educational theory; Theory of education; Bildungstheorie; Irland
Abstract	The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper 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 participants (n = 123) explored and discussed classroom scenarios to prepare them for a six-week school-based placement. Using the Defining Issues Test, results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10