The Moral Dimensions of Teaching

Goodlad, John I.

doi:10.1177/019263659107553215

Cited by 19 publications

(23 citation statements)

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“…They should be trusted to criticise evaluation and promotion criteria from the perspective of their own classroom practices. Professionals must have the autonomy to make decisions that marry skills with knowledge (Goodlad et al, 1990). As Maxcy (1991, p. 160) argued:…”

Section: Discussionmentioning

confidence: 99%

Teaching as a Disciplined Act: A Grounded Theory

Ostovar-Namaghi¹

2011

JLTR

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Abstract-This study aimed to explore why language teaching in public high schools in Iran is so shallow and disconnected from scholarship. Interview data were collected and analysed through the grounded theory procedures. Iterative data collection and analysis yielded teaching as a disciplined act as the core category. Teachers do as they are told because binding directives and circulars specify a set of permissible acts. This set of acts is then naturalised as good practice through teaching teams, evaluation scheme and promotion criteria. Disciplined practice entails deskilling since teachers don't find a chance to use their professional knowledge and skills.

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Section: Discussionmentioning

confidence: 99%

Teaching as a Disciplined Act: A Grounded Theory

Ostovar-Namaghi¹

2011

JLTR

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“…Certain dispositions that are primarily transmitted through peer contact and entertainment media are now widely considered counterproductive (e.g., the students' attitudes towards violence, or prejudices about aboriginal identity). In contrast, explicit value education can bring considerable benefits (Goodlad, Soder, & Sirotnik, 1990), including targeted support for developing cultural sensitivity, awareness, and competencies. Striking the right balance between moral universalism (e.g., with respect to human rights or sustainability) and moral pluralism (e.g., concerning spiritual beliefs) obviously represents a challenge in that context.…”

Section: Can Specific Alos Be Taught Effectively? Which Ones Can Andmentioning

confidence: 99%

Moving From the Margins: Culturally safe teacher education in remote northwestern British Columbia

Harrison

Lautensach

McDonald

2013

mje

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In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous teachers and students. The authors share three collegial inquiries into the program’s contribution toward improving cultural safety in K-12 schools and meeting social justice challenges in the region’s communities. Culturally safe allocation of space became better understood, affective learning outcomes were recognized as important determinants of cultural safety, and teacher action in classrooms towards cultural safety was scaffolded for various settings.En 2007, l’Université du Nord de la Colombie-Britannique a mis sur pied un programme de formation des enseignants à l’élémentaire d’une durée de deux ans, à son campus nord-ouest, situé à Terrace, en Colombie-Britannique. Ce programme a été conçu pour répondre aux besoins spécifiques de la communauté du nord, dont les inégalités existantes en termes de sécurité culturelle des enseignants et des élèves autochtones. Les auteurs partagent trois collaborations entre collègues issues du programme. Celles-ci ont contribué à améliorer la sécurité culturelle dans les écoles maternelle à secondaire 5 et à relever les défis de justice sociale présents dans les communautés de la région. L’attribution culturellement sécuritaire de l’espace a été mieux comprise, les conséquences affectives de l’apprentissage ont été reconnues comme des déterminants importants de la sécurité culturelle et les gestes des enseignants valorisant la sécurité culturelle dans leur classe ont été soutenus dans divers contextes

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“…The argument for the moral purpose of schooling, and therefore of moral education, is common in education research literature (Dewey, 1975, Goodlad et al, 1990Noddings, 1992;Hansen, 2001;Cambell, 2003) as well as in teacher practitioner literature (Lickona, 1991;Borba, 2001;DeRoche & Williams, 2001;Gootman, 2001). Connections between mathematics education and moral education (understood in this traditional perspective), however, are rare (for some exceptions see Güting, 1980;Wicks, 1981Wicks, , 1982Heymann, 2003;Author1, 2006;Warnick & Stemhagen, 2007).…”

Section: Moral Education and Mathematics School Educationmentioning

confidence: 99%