Values Pedagogy and Teacher Education: Re-conceiving the Foundations

Scaffolding Peer Collaboration through Values Education Social and Reflective Practices from a Primary Classroom

“…It is well established that values education does not stand alone as a separate entity or program, but is integral to a holistic approach to an ethical education and academic learning (Dewey, 1916;Lovat, Dally, Clement & Toomey, 2011;Lovat & Toomey, 2009). Collaborative learning is a pedagogy that is values-focussed and student-centred because students need to demonstrate mutual respect to learn to work together.…”

What Pre-service Teachers need to know to be Effective at Values-based Education

“…Brady argues that these eight teacher values are essential for teaching values education. Lovat et al (2011) argue that, despite the overwhelming evidence that values education is reaping rewards for schools, students and teachers, current teacher education in Australia is not reshaping to reflect this. They argue that a reason for this may be that teacher education in Australia has been founded on theories and research that highlight rationalism and the belief that cognition is separate to emotion and values-based notions.…”

Securitisation and/or Westernisation: dominant discourses of Australian values and the implications for teacher education

“…The educational implications of this are noteworthy, particularly with reference to values education. On the one hand teachers are expected to cultivate values, something which evidence suggests requires developing positive relationships and conducive, supportive learning environments (ESA, 2010;Lovat, 2010;Brady, 2011;Lovat et al 2011;Mergler and Spooner-Lane, 2012). …”

“…Our reason for doing so is three-fold. First, because evidence suggests that developing pre-service teachers' understanding of values, values education and related pedagogies is not a straightforward task (Lovat, 2010;Brady, 2011;Lovat et al 2011;Mergler and Spooner-Lane, 2012 Nevertheless, the current trajectory of policy discourse suggests that pre-service teachers will need to have the opportunity to explore issues related to the securitisation and Westernisation of education and the curriculum. Third, there has been a notable lack of exploration or discussion of the role of, and implications for, pre-service teacher education in relation to teaching Australian values.…”

“…Such reflexivity is essential if we are to move beyond the securitisation and westernisation agendas, and will require teacher educators to take a proactive rather than reactive stance, something which Lovat et al (2011) have suggested may require a shift in approach for the majority of teacher education courses. Moreover, given research which points to the central importance of shared vocabulary to values education, reflexivity on Australian values requires the development of a common language to frame conversations (Lovat, 2011;Mergler and Spooner-Lane, 2012;Arthur, 2010).…”