Teachers' and Children's Personal Epistemologies for Moral Education: Case Studies in Early Years Elementary Education

Autor/inn/en	Brownlee, Jo; Syu, Jia-Jia; Mascadri, Julia; Cobb-Moore, Charlotte; Walker, Sue; Johansson, Eva; Boulton-Lewis, Gillian; Ailwood, Jo
Titel	Teachers' and Children's Personal Epistemologies for Moral Education: Case Studies in Early Years Elementary Education
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 3, S.440-450 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.11.012
Schlagwörter	Ethical Instruction; Elementary Education; Foreign Countries; Moral Values; School Policy; Epistemology; Values Education; Teaching Methods; Interviews; Policy Analysis; Case Studies; Correlation; Elementary School Teachers; Elementary School Students; Student Attitudes; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Elementarunterricht; Ausland; Moral value; Ethischer Wert; Schulpolitik; Erkenntnistheorie; Werterziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Politikfeldanalyse; Case study; Fallstudie; Case Study; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Australien
Abstract	While there is strong interest in teaching values in Australia and internationally there is little focus on young children's moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children's and teachers'), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed patterns of relationships between personal epistemologies and pedagogies within each school. A whole-school approach to understanding personal epistemologies and practice for moral values learning is suggested. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10