An exploratory study of young students’ core virtues of e-character education: The Taiwanese teachers’ perspective

Chang, Chih Ming; Chou, Chien

doi:10.1080/03057240.2015.1048791

Cited by 19 publications

(15 citation statements)

References 25 publications

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“…Based on the country, a total of six studies focused on Asian teachers' perception of values education implementation [13], [18], [22]- [25].…”

Section: Results and Findingsmentioning

confidence: 99%

“…Teachers did not plan to incorporate values into teaching lesson instead of teaching values by spontaneously. Chang and Chou (2015) studies found that teachers faced difficulty with explaining to their students about good virtue during the e-character education (CE) lesson [25]. On the contrary, Maphalala and Mpofu (2018) studies reveal that teachers used diverse strategies to teach values such as case studies, role-plays and discussion [32].…”

Section: A What Do Teachers' Recognize As Challenges To Implement Vamentioning

confidence: 99%

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Teachers’ Perception of Values Education Implementation in School

2019

IJRTE

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Values education is an initiative to produce individuals with an active role in self-development, society and nation. The real aim of values education is to develop students with a strong personal identity and moral perspectives abilities. In the context of achieving values education, teachers’ are the most influential person and play a pivotal role, and it is essential to understand teachers’ perception related to values education. The present study established to examine extant studies on teachers’ perception of values education implementation in the school. This research practised Systematic Literature Review methodology, led by PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses), relevant articles sought from electronic databases, Web of Science and Scopus identified 14 linked studies after screening and quality assessment. This review paper analyses two significant themes of teachers’ perception based on two research question, namely, (1) challenges and barriers and (2) teachers’ support. From those two major themes, further produced five sub-themes. Findings indicate that teachers’ reported obstacles in values education implementation such as teachers’ competence, teachers’ concern of students, and time constraints. Teachers felt supports that would improve their strengths to implement values education from collaboration support and teacher education. This suggestion of themes contributes to concerned parties to improve values education strategies that are in line with teachers’ capacities, interests, and the challenges in the globalisation era.

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“…Based on the country, a total of six studies focused on Asian teachers' perception of values education implementation [13], [18], [22]- [25].…”

Section: Results and Findingsmentioning

confidence: 99%

Section: A What Do Teachers' Recognize As Challenges To Implement Vamentioning

confidence: 99%

Teachers’ Perception of Values Education Implementation in School

2019

IJRTE

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“…There are also a few other studies centering on this topic that do not use teacher mediation theory. Chang and Chou (2015) focused on what they call "e-character education" and investigated Taiwanese teachers' perspectives on core virtues in cyberspace that young people need to learn. Based primarily on a questionnaire and focus groups, they concluded that teachers thought that core virtues needed online were law abidance, respect, and self-discipline.…”

Section: Mediating Children's Digital Technology Usementioning

confidence: 99%

Imagine the Person in Front of You: How Teachers Promote Responsible Online Communication in Swedish Leisure-Time Centers

Martínez

2020

Scandinavian Journal of Educational Research

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Digital competence and its different dimensionsamong them responsible online communicationare competencies that children need to develop for their present and future lives. This article analyzes how teachers promote responsible online communication in Swedish leisure-time centers (LTCs). Based on 20 in-depth interviews, the results show how teachers promote responsible communication mainly in spontaneous situations using mediation strategies such as active mediation, co-use, and participatory learning. The study also identifies educational simulation as mediation strategy. The participants focused primarily on teaching children how not to hurt other people online, as well as issues concerning online safety and privacy. One conclusion is that children's self-selected media use in the LTC provided extended opportunities for promoting responsible online communication.

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“…It is believed that all people through a process of learning that is directed and reasonable can form themselves have a stronger and stronger character. Based on the results of research conducted by Chih Ming Chang and Cien Chou from the Institute of Education, National Chiao Tung University, Taiwan shows that the virtue of character education that is considered important is respect, discipline, and social sharing [4].…”

Section: A Charactermentioning

confidence: 99%

Analysis Of Character Value Application In Junior High School

Berliani¹,

Yusti²,

Ajat³

2019

Joint Proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International C

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The purpose of this research is to know the analysis of the application of character value in Junior High School. Research subjects were 10 published articles on character education in Junior High Schools. The method used in this research is content analysis and descriptive. Data analysis was done by descriptive content analysis technique. In examination and checking the validity of data used triangulation technique. Based on the research results, the following conclusions are drawn, that there are some values of character that have been applied in junior high school are: (1) Religious, (2) Concern, (3) Discipline, (4) Integrity, (5) Critical Thinking, (6) independent, and (7) Nationalist.

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An exploratory study of young students’ core virtues of e-character education: The Taiwanese teachers’ perspective

Cited by 19 publications

References 25 publications

Teachers’ Perception of Values Education Implementation in School

Teachers’ Perception of Values Education Implementation in School

Imagine the Person in Front of You: How Teachers Promote Responsible Online Communication in Swedish Leisure-Time Centers

Analysis Of Character Value Application In Junior High School

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