Professional Moral Activity in Student Teaching: Constructing an Ethos.

Autor/in	Dunn, Maylan
Titel	Professional Moral Activity in Student Teaching: Constructing an Ethos.
Quelle	(2001), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Collegiality; Early Childhood Education; Higher Education; Interpersonal Relationship; Moral Development; Moral Values; Preservice Teacher Education; Student Behavior; Student Teachers; Student Teaching; Teacher Responsibility; Teacher Role + Suchen Sie Ihr Suchwort? Kollegialität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Moralische Entwicklung; Moral value; Ethischer Wert; Lehramtsstudiengang; Lehrerausbildung; Student behaviour; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrverpflichtung; Lehrerrolle
Abstract	This case study examined how student teachers made professional moral decisions and developed a professional moral ethos. Amanda, the student teacher, was working in a linguistically and culturally diverse kindergarten class which involved team teaching, teaching assistants, and parent and community participation. Data collection included participant interviews, classroom observations, and artifact collection to examine Amanda's thinking and decision making processes. Her ability to construct a functional role in the classroom was crucial to her professional moral activity and development. She was anxious over her role in the classroom's social organization and its relationship to the teacher's role. Her awareness of the social complexity of classroom dilemmas made her initially hesitant to assume a leadership role. She had to construct a leadership role and win the confidence of teachers. As she constructed a respected, predictable professional role, her actual and perceived range of choice was enlarged as she made more decisions about discipline, curriculum, and parent interaction. A constant theme was her inclination to preserve relationships, even at the expense of consistency or complete truthfulness. Another theme was the situated nature of problems she encountered in professional practice, which offered challenges and possibilities that influenced her moral activity. (Contains 23 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC