Assessing Qualities of Moral Classroom Conversations in the Domain of Citizenship Education: A Virtue Ethical Approach

Autor/inn/en	Willems, Frank; Denessen, Eddie; Hermans, Chris; Vermeer, Paul
Titel	Assessing Qualities of Moral Classroom Conversations in the Domain of Citizenship Education: A Virtue Ethical Approach
Quelle	In: Journal of Research in Character Education, 9 (2013) 2, S.107-119 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-1223
Schlagwörter	Citizenship Education; Moral Values; Comparative Analysis; Ethics; Qualitative Research; Classroom Communication; Teacher Role; Moral Development; Correlation; Foreign Countries; Elementary School Students; Elementary School Teachers; Teacher Student Relationship; Teaching Methods; Questioning Techniques; Netherlands + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Moral value; Ethischer Wert; Ethik; Qualitative Forschung; Klassengespräch; Lehrerrolle; Moralische Entwicklung; Korrelation; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Niederlande
Abstract	It may be argued that, from a virtue-ethical perspective, three aspects of a teacher's role in moral classroom conversations are of primary importance: (1) encouraging students to be morally reasonable, (2) stimulating the students' emotional involvement, and (3) guiding students toward a normative ideal of virtue. This study sets out to explore the possibility of recognizing these elements in moral classroom conversations about citizenship education so as to assess the quality of such conversations. The qualitative analysis of teacher utterances in four moral classroom conversations indicates that this is indeed possible. The outcome of the study also warrants an assumption that quantifications of teacher utterances can be used to compare larger samples of moral classroom conversations and to investigate relationships with other variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01