The Moral Contours of Teacher Education

Beyer, Landon E.

doi:10.1177/0022487197048004002

Cited by 37 publications

(41 citation statements)

References 4 publications

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“…According to Beyer (1997), the teacher's ability to consider the moral dimensions of teaching is essential for working in schools that operate within a culturally diverse democratic society. Such teachers are at higher levels of cognitive development, which makes them more likely to demonstrate tolerance toward minority groups (Guthrie, King & Palmer, 2000).…”

Section: The Moral Dimension Of Teachingmentioning

confidence: 99%

“…According to Rest, et al (1999), 'The critical characteristic of a college for promoting moral judgment seems to be a commitment to critical reflection' (p. 73). This commitment may not be present in many teacher education programs, which have been criticized for failing to integrate awareness of and discussion about ethical issues in teaching (Beyer, 1991(Beyer, , 1997Goodlad, 1994;Yost, 1997). Instead, these programs tend to emphasize courses that are skills-and methods-oriented and devoted to technical competence at the expense of courses that incorporate more abstract, theoretical content requiring students to stretch themselves cognitively (Howey & Zimpher, 1989;Sirotnik, 1990;Beyer, 1991Beyer, , 1997Goodlad, 1994;McNeel, 1994;Yost, 1997;Cummings et al, 2001;Cummings et al, 2003).…”

Section: Research On the Moral Dimension Of Teachingmentioning

confidence: 99%

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Moral reasoning of in‐service and pre‐service teachers: a review of the research

Cummings

Harlow

Maddux

2007

Journal of Moral Education

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Section: The Moral Dimension Of Teachingmentioning

confidence: 99%

Section: Research On the Moral Dimension Of Teachingmentioning

confidence: 99%

Moral reasoning of in‐service and pre‐service teachers: a review of the research

Cummings

Harlow

Maddux

2007

Journal of Moral Education

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“…Much recent writing on the moral dimension of teaching has been conceptual, calling for 5 Chubbuck, Burant, & Whipp the identification of moral qualities in teaching and advocating various programs (Beyer, 1997;Campbell, 1997;Luckowski, 1997;Joseph, 2000) or strategies to enhance moral development of teachers (Hamberger and Moore, 1997). Some have called upon the teaching profession to establish a professional code of ethics (Ungaretti et al, 1997; Burant et al, forthcoming).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These efforts, with their focus on moral development as measured in moral reasoning, often fail to acknowledge the nature of the underlying moral sensibility or orientation that makes such reasoning possible (Burant et al, forthcoming). For example, feminist theorists criticized this understanding of moral development for ignoring gender differences and thus failing to acknowledge the underpinning role of a relational, caring ethic in moral sensibility (Noddings, 1994).Much recent writing on the moral dimension of teaching has been conceptual, calling for 5 Chubbuck, Burant, & Whipp the identification of moral qualities in teaching and advocating various programs (Beyer, 1997;Campbell, 1997;Luckowski, 1997;Joseph, 2000) or strategies to enhance moral development of teachers (Hamberger and Moore, 1997). Some have called upon the teaching profession to establish a professional code of ethics (Ungaretti et al, 1997; Burant et al, forthcoming).…”

mentioning

confidence: 99%

The presence and possibility of moral sensibility in beginning pre-service teachers

Chubbuck

Burant

Whipp

2007

Ethics and Education

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This paper presents research on the moral sensibility of six pre-service teachers in an undergraduate teacher education program. Using their reflective writing across their first two semesters of coursework as well as focus group interviews in their third semester as sources of data, the paper identifies and describes three distinctive types of moral sensibility and examines ways in which moral sensibility interacts with experiences in teacher education. Suggestions for explicitly incorporating the moral in pre-service teacher education are presented.In current times, when teaching in the United States and elsewhere is increasingly framed in the language of meeting objective learning outcomes or standards, we would do well to remember that teaching is ultimately a moral practice (Hansen, 2001b) and has been considered as such for a very long time. Regardless of the specific historical moment and political context, teaching occurs in a moral relationship between those who teach and those who learn. Given this moral relationship, conceptualizing teaching as largely a matter of knowledge and specific teaching skills is far too narrow; as Hansen (2001a) argues, teachers should also be concerned with 'fueling the human flourishing' (p. 44) of their students or, as Fallona (2000) states, developing in them to their fullest capacity 'the qualities that make life excellent or admirable ' (p. 681). Considering teaching from a moral point of view, philosophers, educators and researchers throughout history have recognized that teachers' personal qualities, personality variables, virtues, values and commitments (see Gage, 1963;Getzels and Jackson, 1963), and the ways in which these are expressed in actions, conduct, manner (Fenstermacher, 1992) and style (Jackson et al., 1993) are critical factors in learning.Put another way, 'who teachers are is often decisive for what students learn or fail to learn in the classroom' (Hansen, 2001b, p. 837). To examine 'who teachers are', or in our case more accurately, who pre-service teachers are, we draw from Hansen's description (2001a) of moral sensibility as an orientation of attentiveness to students and to the profession of teaching.According to Hansen (2001a), a moral sensibility, reflected in both thought and emotion and apparent in the 'way in which a teacher thinks and acts ' (p. 33; emphasis in original), connects 2 Chubbuck, Burant, & Whipp both who a teacher is as well as his/her conduct 'under a unifying outlook or orientation ' (p. 39) towards every aspect of the profession. In other words, a moral sensibility is an orientation towards the student and the profession that serves as the foundation of teacher thought and action.Although the current discourse of assessment in the United States frequently sidesteps consideration of the moral, recent debate over defining, identifying and assessing teacher dispositions, ironically, has prompted a shift in that direction. In a battle between the field of teacher education and the popular press, teacher educators ha...

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“…He challenged those who teach teachers to equip their students with the sensibilities, dispositions and abilities that will make them alert to the ethical dimensions of their work. Beyer (1997) likewise argued that the moral and ethical dimensions of teaching deserve a prominent place in the preservice curriculum. He contended that "a decontextualized, technical approach to learning, classroom management, student achievement, teacher competency, [and] standards-driven instruction .…”

Section: Preparing Teachers For Ethical Practicementioning

confidence: 99%

Professional Ethics: A Cornerstone of Teachers' Preservice Curriculum

Freeman

2000

Action in Teacher Education

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The Moral Contours of Teacher Education

Cited by 37 publications

References 4 publications

Moral reasoning of in‐service and pre‐service teachers: a review of the research

Moral reasoning of in‐service and pre‐service teachers: a review of the research

The presence and possibility of moral sensibility in beginning pre-service teachers

Professional Ethics: A Cornerstone of Teachers' Preservice Curriculum

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