What we need to prepare teachers for the moral nature of their work

Sanger, Matthew N.

doi:10.1080/00220270701670856

Cited by 47 publications

(27 citation statements)

References 11 publications

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“…These intuitions are often culturally bound (Vauclair, Wilson, & Fischer, 2014) and have roots in personal life histories (Van Manen, 1994); therefore, they also reflect the individual's belief systems. We agree with the notions of Sanger andOsguthorpe (2005, 2011) on the centrality of teacher beliefs in the development of teachers' moral professionalism-a view based on constructivist understanding of teacher learning. Sanger and Osguthorpe (2011) call for empirical research to identify teacher beliefs that are particularly relevant for the moral matters of teaching.…”

Section: Teachers' Moral Professionalismsupporting

confidence: 45%

“…Making teacher beliefs and their implications explicit entails giving teachers more control over what they are doing (Sanger, 2008). However, we should aim further than just raising awareness.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching is a moral profession (see for example, Sanger, 2008;Sockett, 1993). It is a vocation that demands both a deep personal commitment and clear, rational principles.…”

Section: Teachers' Moral Professionalismmentioning

confidence: 99%

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The implications of teachers’ implicit theories for moral education: A case study from Finland

Rissanen

Kuusisto

Hanhimäki

et al. 2017

Journal of Moral Education

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Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers' implicit beliefs are communicated to students and influence teacher's interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.

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Section: Teachers' Moral Professionalismsupporting

confidence: 45%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The implications of teachers’ implicit theories for moral education: A case study from Finland

Rissanen

Kuusisto

Hanhimäki

et al. 2017

Journal of Moral Education

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“…Thus for example, political or cultural values can be seen as contextualised moral values. There is a strong consensus in the educational literature that values are inherent to teaching as a moral activity (Arthur, Davison & Lewis, 2005;Bergem, 1990;Carr, 1993b;Enrich et al, 2010, Hansen, 2001Sanger, 2008). Teaching is described as essentially a moral undertaking because educational goals cannot be disentangled from wider considerations and ideals pertaining to personal moral development (Carr, 1993b).…”

Section: Introductionmentioning

confidence: 99%

“…At the same time in many countries it has been reported that teachers are not adequately prepared for this aspect of their job (Chang, 1994;Pantić, 2008;Penn, 1990;Sanger, 2008;Willemse et al 2005;Zgaga, 2006). Teachers are found to develop and hold implicit theories (Bergem, 1990;Fives and Buehl, 2008) but struggling to make their values explicit (Willemse et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ moral values and their interpersonal relationships with students and cultural competence

Pantić

Wubbels

2012

Teaching and Teacher Education

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Teachers' moral values and their interpersonal relationships with students and cultural competenceThis study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own perceptions of control. A negative association was found between teachers liberal beliefs and students' perceptions of affiliation. Positive associations were found between teachers' liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice.

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