Measuring Moral Judgment of Education Profession Ethics among Pre-Service Teachers of the School of Educational Sciences at the University of Jordan

Autor/inn/en	Al-Disi, Nisreen M.; Rawadieh, Saleh Moh'd
Titel	Measuring Moral Judgment of Education Profession Ethics among Pre-Service Teachers of the School of Educational Sciences at the University of Jordan
Quelle	In: International Education Studies, 12 (2019) 12, S.71-84 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Moral Values; Preservice Teachers; Value Judgment; Ethics; Academic Achievement; Specialization; Moral Development; Majors (Students); Interviews; Jordan; Kohlberg Moral Judgment Interview + Suchen Sie Ihr Suchwort? Ausland; Moral value; Ethischer Wert; Werturteil; Ethik; Schulleistung; Arbeitsteilige Spezialisierung; Moralische Entwicklung; Interviewing; Interviewtechnik
Abstract	This study aimed at identifying moral judgment for education profession ethics among pre-service teachers programs of the School of Educational Sciences at the University of Jordan. Accordingly, the researchers developed a Moral Judgment Scale based on Kohlberg (1984), and on the Adult Moral Judgment Scale localized by Abdul-Fattah (2001). The scale consisted of five dilemmas related to ethics in education profession. Validity and reliability of the scale were confirmed. Study population involved (420) students from (5) programs in the academic year 2018/2019. The results of the study showed that the prevailing moral judgement is the second level (conventional morality) of Kohlberg with (308) students of (89.3%), and the fourth stage (Upholding/enforcing norms and laws) with (245) students of (71%) of total students. No students were in the first level, stage 1, stage 2, nor in stage 6. However, significant differences were observed in the level of moral judgment attributable to the academic achievement variable, while no differences were attributable to the program specialization. Moreover, significant differences were found in the moral judgment stages attributable to the academic achievement and students' program. These findings argue for investment in pre-service teachers' education to increase their moral judgment during education profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01