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Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers' implicit beliefs are communicated to students and influence teacher's interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.

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The study focuses on teachers' and children's shared moments of joy in early childhood education settings and contributes new knowledge in educational research by exploring joy as a relational rather than an individual phenomenon. The theoretical and methodological framework draws on a narrative approach and Martin Buber's dialogical philosophy. Data were gathered through video observations and diary notes in open ECE groups in Finland, with children from 2 to 6 years. The scenes of everyday life in ECE appeared to radiate an overall positive atmosphere. However, the relationship between shared joy and dialogue was multifaceted. On one hand, joyful moments between teachers and children provided opportunities for dialogical encounters. On the other hand, there were variations in how children could participate in joyful moments. The study challenges educators to reflect on the significance of joy in pedagogical practices. The study revealed that dialogical, joyful encounters do not occur due to purposeful planning. Instead, they require that teachers value the daily, bursting-forth moments as important spaces to create reciprocal, respectful relationships with children. Keywords Buber • Dialogue • Early childhood education • Narrative inquiry • Shared joy Résumé L'étude se concentre sur des moments de joie partagée entre enseignants et enfants dans des contextes d'éducation de la petite enfance (ÉPE). Elle contribue à de nou-* Satu Karjalainen

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