Moral education and the challenge of pre-service professional formation for teachers

Orchard, Janet

doi:10.1080/03057240.2020.1763932

Cited by 13 publications

(8 citation statements)

References 14 publications

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“…For a qualified education, teachers are expected to be well educated in fields such as field knowledge, teaching profession knowledge, and general cultural knowledge, as well as to have ethical values related to their profession (Sakar and Aybek, 2015;Toprakçı et al, 2010). Ethics is an important issue integrated with the teaching profession and is an integral part of the profession (Or et al, 2021). Teachers have various responsibilities as an element of authority over students.…”

Section: Ethics Of the Teaching Professionmentioning

confidence: 99%

“…First of all, pre-service training programs in which students gain the knowledge and skills of a profession as well as the ethical values of that profession; secondly, it is done with in-service training programs in which the ethical values of the profession they perform in the business life they work in (Çelebi and Akbağ, 2012;Rizzo and Bajovic, 2016). Before the service, pre-service teachers work on getting to know different cultures to be able to provide ethics education (Orchard, 2021). As a result of this training, the society expects schools to deal with those who are culturally sensitive, support tolerance and social cohesion, deal with those who are exposed to immigration, a global problem, and help those with inclusive education and learning deficiencies (McLaughlin and Wood, 2021;Saloviita, 2015;Saunders et al, 2022).…”

Section: Ethics Educationmentioning

confidence: 99%

“…Ethics consists of moral criteria that individuals use to judge their behavior and the behavior of others (Özdemir Çetinkaya and Hatipoğlu, 2019). These moral criteria play a role in determination of the right behavior by directing the behavior of the person (Or et al, 2021). Kuçuradi (2003) on the other hand, the concept of ethics; is defined as "explaining how to react to unpredictable situations that we encounter in daily life" (Uğurlu and Sert, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Ethical values of teachers: Differentiation according to regular physical activity

TEMEL

Kangalgil

MAMAK³

et al. 2022

Journal for the Education of Gifted Young Scientists

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This study, it was aimed to determine the predisposition levels of teachers and teacher candidates to ethical values. The sample of the study consisted of 1305 educators, 784 teachers, and 521 teacher candidates in 15 different branches in the 2020-2021 academic year. The sample of the research conducted in the relational screening model was selected by a simple random sampling method. In the research, "The scale of the inclination to ethical values" developed by Kaya (2015) was used as a data collection tool. The scale has three dimensions: love, justice, and cooperation. In the analysis of the data, arithmetic mean (x̄), standard deviation, frequency, percentage, Mann-Whitney U test, and Kruskal Wallis test were used and a .05 significance level was taken into account in the interpretation of the data. According to the research findings, teachers and teacher candidates got very high scores on the scale. While there was no difference in gender for the level of susceptibility to ethical values; significant results were reached in favor of teachers in terms of status; in favor of physical education teachers in-branch comparison; in favor of those with more than 16 years of service according to professional seniority and in favor of those who do regular physical activity. As a result of the research; it has been seen that teachers and teacher candidates are very inclined to ethical values and they internalize the value of love the most. Planning functional pre-service and in-service training for teacher candidates who have not yet started the profession or for teachers who are new to the profession; it is recommended that educators create an environment and time for regular physical activity.

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Section: Ethics Of the Teaching Professionmentioning

confidence: 99%

Section: Ethics Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Ethical values of teachers: Differentiation according to regular physical activity

TEMEL

Kangalgil

MAMAK³

et al. 2022

Journal for the Education of Gifted Young Scientists

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“…Our study extends these concepts by investigating the predictive effects of self-evaluation on self-reflection which takes place through collaboration in mCSCL. In which this might be an another opportunity for pre-service professional in learning together through experience (Orchard, 2021).…”

Section: Self-regulated Learningmentioning

confidence: 99%

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Wetcho

Na-Songkhla

2021

CONT ED TECHNOLOGY

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Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a selfregulatory process in a Mobile Computer-Supported Collaborative Learning (mCSCL) online learning environment. Our aim is to fill the existing gap in this area by adding more collaborative learning processes. This study aimed to investigate the predictive effects that self-evaluation to define tasks and goals (at forethought phase) has on self-reflection, which is mediated by collaboration. Furthermore, we have drawn the possibility of embedding collaboration into the socio-emotional note-taking process by using the concept of mCSCL throughout the self-regulated learning process. Data was collected from undergraduate students, working as pre-service teachers, and studying at two institutes in Thailand (N=147), with 17 items of self-regulatory inventory obtained from the original self-regulatory inventory together with 5 other collaboration developed by the author. Structural equation modelling (SEM) analysis was used to confirm a partial mediation model via direct and indirect effects. Later the path analysis, the qualitative data is acquired to re-design the socio-emotional collaborative note-taking on mCSCL tools during the self-regulatory learning process, corresponding with the model testing phase according to the previous study by a semi-structure interview with 5 pre-service teachers. The results proved that collaboration was found to be a significant partial mediator of self-evaluation and selfreflection, in accordance with the empirical data. With our findings we were able to design a socioemotional collaborative note-taking activity in the mCSCL setting. We proposed collaborative note-taking activities which collaboration procedure is highlighted throughout 3 phases: collaboration in preperformance (recording ideas and planning), collaboration during the performance (sharing and brainstorming, support and seeking helps), and collaboration in post-performance (reflecting and evaluating) in which the activity was taking place between instructors and peers during supervision period.

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“…La responsabilità educativa, in quanto asimmetrica per status, capacità ed obbligo di render conto, è quindi considerata a/pre giuridica e radicata nell'etica della relazione che si prende cura attraverso un uso prudente ed emancipante del potere e del sapere. Risulta chiaro dunque che in quest'accezione la dimensione etica, lungi dal richiamare il moralismo o rimandare ad un sistema fisso e predefinito ideologico-, innerva (in modo più o meno consapevole ed esplicito) la quotidianità delle relazioni educative e professionali a scuola e la competenza etica, quindi, alla luce della disamina teorica fin qui sviluppata, è centrale, cruciale o almeno parte, del set di competenze da riconoscere e sviluppare nella formazione dei docenti, come mettono in luce anche recenti evidenze empiriche (Orchard, 2020) ed è, pertanto, opportuno domandarsi se quest'orientamento emerge non solo dalle riflessioni teoriche ma anche dalla voce degli insegnanti di sostegno.…”

Section: La Competenza Eticaunclassified

Special education teachers in training and ethical competence development. An exploration at the University of Sassari

Calidoni¹,

Dettori²,

Manca³

et al. 2021

Form@re

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In school contexts, ethical competences are crucial in order to make the teacher able to manage the class dynamics and the relationships with families and colleagues. These competences are all the more necessary to the special education teacher. These competences are neither specified nor defined at regulatory and teacher training level; nevertheless, they are transversally present in many of the skills required to the special education teacher. This paper describes an exploratory research carried out at the University of Sassari in the context of a national research project on moral education in lower secondary school. The aforementioned exploratory research aims to assess the point of view of special education teachers during their training, in order to define adequate training strategies for the development of ethical, reflective and argumentative skills. On the basis of the results, guidelines were set for a training course that is being currently in test phase. Insegnanti di sostegno in formazione e sviluppo della competenza etica. Un’esperienza presso l’Università di Sassari Nel contesto scolastico la competenza etica dell’insegnante si configura come una competenza molto importante per la gestione delle dinamiche della classe e dei rapporti con le famiglie e con i colleghi. Particolare rilevanza assume per l’insegnante specializzato per le attività di sostegno didattico agli alunni con disabilità. I decreti ministeriali non individuano in modo esplicito questa competenza, che appare come trasversale a molte delle abilità considerate centrali per il profilo dell’insegnante di sostegno. Il presente contributo descrive una ricerca esplorativa realizzata presso l’Università di Sassari, nell’ambito di un PRIN sull’educazione morale nella scuola secondaria di primo grado, che ha la finalità di ascoltare il punto di vista degli insegnanti di sostegno in formazione per definire adeguate strategie formative per lo sviluppo di competenze etiche, riflessive ed argomentative. Gli esiti emersi sono alla base di un percorso formativo in corso di ’prova’ sul campo.

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Moral education and the challenge of pre-service professional formation for teachers

Cited by 13 publications

References 14 publications

Ethical values of teachers: Differentiation according to regular physical activity

Ethical values of teachers: Differentiation according to regular physical activity

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Special education teachers in training and ethical competence development. An exploration at the University of Sassari

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