Activity Systems and Moral Reasoning: An Intervention Study

Autor/inn/en	Wardi, Eva; Helkama, Klaus
Titel	Activity Systems and Moral Reasoning: An Intervention Study
Quelle	In: Scandinavian Journal of Educational Research, 59 (2015) 4, S.413-423 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2014.904427
Schlagwörter	Moral Values; Intervention; Sociocultural Patterns; Child Welfare; Decision Making; Conflict; Foreign Countries; Teaching Methods; Student Attitudes; College Students; Field Experience Programs; Qualitative Research; Coping; Social Work; Scoring; Consciousness Raising; Coding; Social Cognition; Perspective Taking; Observation; Residential Care; Work Attitudes; Lecture Method; Longitudinal Studies; Weighted Scores; Finland + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Soziokulturelle Theorie; Kindeswohl; Decision-making; Entscheidungsfindung; Konflikt; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Collegestudent; Praxisnahes Lernen; Qualitative Forschung; Bewältigung; Soziale Arbeit; Bewertung; Bewusstseinsbildung; Codierung; Programmierung; Soziale Kognition; Zukunftsperspektive; Beobachtung; Work attitude; Arbeitshaltung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Finnland
Abstract	Seventeen social educator students were taught to analyze their work activity by means of a Vygotsky-inspired method, drawing on Engeström's notion of an activity system. The method aimed at increasing the consciousness of the students of the structure of work activity system. The participants wrote two accounts of their field-work practice experiences in child welfare institutions, six months apart. The accounts were blind scored for Kohlberg moral judgment stage and for the ethic of care level. While few instances of care reasoning were identified, most of the accounts could be coded for moral judgment stage. Stage 4 (or higher) reasoning increased from 22% at Time 1 to 59% at Time 2. It was interpreted as due to increasing reflection of one's activity, induced by use of the tools provided by the teaching. We also present evidence of socio-cognitive conflicts that involved a normative orientation attributed to the permanent staff of the institutions and a more flexible orientation of the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01