Irish Student Teachers' Levels of Moral Reasoning: Context, Comparisons, and Contributing Influences

Autor/inn/en	O'Flaherty, Joanne; Gleeson, Jim
Titel	Irish Student Teachers' Levels of Moral Reasoning: Context, Comparisons, and Contributing Influences
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 1, S.59-77 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1203777
Schlagwörter	Student Teachers; Moral Values; Longitudinal Studies; Undergraduate Students; Teacher Education Programs; Foreign Countries; Measures (Individuals); Moral Development; Student Attitudes; Comparative Analysis; Educational Policy; Student Characteristics; Educational Practices; Admission Criteria; Scores; Statistical Analysis; Ireland; Defining Issues Test + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Moral value; Ethischer Wert; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Messdaten; Moralische Entwicklung; Schülerverhalten; Politics of education; Bildungspolitik; Bildungspraxis; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Statistische Analyse; Irland
Abstract	The moral role of the teacher has long been recognised and this has implications for the selection and education of student teachers. There is growing recognition of the importance of teachers' capacity to make sound moral judgements and of the influence of teachers' levels of moral reasoning on their professional practice. The paper presents the findings of a longitudinal study of 102 undergraduate student teachers who completed the DIT 2 measure of moral reasoning, at the beginning, mid-point and end of their four-year degree programme at an Irish university. While these students' levels of moral reasoning were found to be higher than those of their international peers, more than half of graduating students were reasoning at the conventional level as defined by Kohlberg. These findings are located in the context of Irish education policy and practice. Some possible explanations for the students' performance are suggested and discussed including their entry characteristics, the status of the teaching profession in Ireland, the nature of their teacher education programme and participation in the Transition Year option. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01