Class Teacher Candidates' Skill of Saying No in Relation to Components of Moral Anatomy

Abstract

Problem Statement: The ability to say no when faced with demands with possible moral consequences becomes a problem that must be addressed in terms of morality in all of its dimensions, including in terms of the concept of character. Character can be defined from different perspectives, and within the framework of moral anatomy. For class teacher candidates, an additional consideration is that they will be professionally required to be models of character to students in critical periods of character development, as well as to promote the skill of saying no among students. In that regard, class teacher candidates' skills of saying no when faced with moral dilemmas that they experience in their professional lives are essential to investigate, particularly in relation to the components of moral anatomy. Purpose of the Study:The purpose of the study was to investigate class teacher candidates' skill of saying no in relation to components of moral anatomy.Method: Following a phenomenological design, this study's sample included 25 volunteer class teacher candidates who have experienced the phenomenon of saying no in an education faculty in Turkey. Research data were collected via semi structured interviews conducted with case study texts containing moral dilemmas related to the ability of saying no. Data obtained in line with the case studies were analyzed according to thematic analysis.

Examining the 4th Grade Students’ Ability to Say “No” in the Framework of Life Studies Curriculum with Many-Facet Rasch Model

“…Therefore, to say "no" in the face of such situations is the ability to act in line with moral aspects by leaving aside an instinctive reaction (Calabrese, 1989;Gündoğan, 2009). The presence of the moral aspects in the ability to say "no" suggests that this ability is related to the moral character (Yılmaz & Ersoy, 2016). Considering the importance of character development in childhood (O'Sullivan, 2004), it can be put forward that the ability to say "no" in the face of moral problems must be learned in primary school years.…”