Making The Implicit Explicit: Values And Morals In Queensland Teacher Education

Mergler, Amanda

doi:10.14221/ajte.2008v33n4.1

Cited by 23 publications

(27 citation statements)

References 19 publications

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“…An ethics curriculum can help teachers examine their own position with greater confidence and in so doing to become better qualified to help their students do the same. As Mergler (2008) notes "For teachers to demonstrate the values of respect, inclusion, sensitivity to difference, openmindedness and cooperation, they need to have reflected on, and realised the value of, upholding these values" (p.4). Ethical issues arise in all academic disciplines and therefore educators need to know how to conduct discussions about ethical dilemmas with their students (Lovat & Toomey, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Given that teachers' behaviour is substantially influenced and even determined by their thought processes (Clark & Peterson, 1986), and that values, beliefs, and ways of thinking influence practice (Nespor, 1987), an emphasis needs to be placed upon ethics education in the training of pre-service teachers. The historical development and current applications of ethical philosophy need to be explored in depth and in context in pre-service teacher education programs (Mergler, 2008). Burant, Chubbuck and Whipp, (2007) argued for an urgent re-focusing on morals through teacher training programs: …we are convinced that our attention in teacher education must shift considerably to the formation not only of knowledge and skills but also of the moral sensibility that underlies them.…”

Section: Teacher Values and Beliefs Ethics Education And Values Educmentioning

confidence: 99%

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Raising the Bar: Ethics Education for Quality Teachers

Boon

2011

AJTE

100

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Quality teachers are considered to be those individuals whose pedagogy is grounded in values and beliefs that lead to caring, positive teacher-student relationships, embedded in trust and high standards of professional ethics. In a context of focused attention upon professional ethics and values education, this case study was conducted to: a) explore professional ethical dilemmas encountered by pre-service and practising teachers, b) explore pre-service teachers' perceptions of the ethics education delivered during their bachelor of education course and c) examine the ethics content of a bachelor of education degree at an Australian university. Teacher Quality and Student AttainmentEfforts to improve student attainment have given rise to much international research since the 1960s (for example, Coleman Report (1966), Plowden Report (CACE, 1967). While earlier research tended to focus on socioeconomic and intake factors rather than the influence of school to explain student attainment, more recent studies have concentrated on the effects teaching and teacher quality upon student attainment (Carnegie Corporation, 1994;Darling-Hammond, 1996;Newmann & Associates, 1996). For Newman (1996) and Darling-Hammond (1996) student attainment is enhanced by effective teachers who are not only technically competent, with good subject and pedagogical knowledge, but also able to form positive relationships and be a positive role model for their students. These two linked but distinct strands of teacher behaviours, constituting what teachers do in the classroom, enhance student attainment and define teacher quality. These propositions were Australian Journal of Teacher EducationVol 36, 7, July 2011 105 also endorsed in Australia. Rowe was emphatic that teacher quality is a key determinant of student outcomes:…the quality of teaching and learning provision are by far the most salient influences on students' cognitive, affective, and behavioural outcomes… 'what matters most' is quality teachers and teaching, supported by strategic teacher professional development! (Rowe, 2003, p.15) More recently, Hattie (2009) supported this view, maintaining that teacher quality is an important moderating factor responsible for the differences found in student performance within schools. Hattie (2009) analysed more than 50,000 studies and demonstrated that the differences between schools in terms of student performance were minute compared to the variances within schools, highlighting the importance of the classroom teacher. He concluded that teachers who used particular teaching strategies, such as providing challenging thinking tasks and appropriate feedback, and teachers who had high expectations of all their students and who created positive teacher-student relationships, had above average effects on student achievement and thus could more legitimately be considered quality teachers. It is no surprise then that several initiatives have been proposed to increase the quality of those entering, or in, the teaching profession. One call to 'r...

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Section: Discussionmentioning

confidence: 99%

Section: Teacher Values and Beliefs Ethics Education And Values Educmentioning

confidence: 99%

Raising the Bar: Ethics Education for Quality Teachers

Boon

2011

AJTE

100

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show abstract

“…This may imply an intention among fourth year students to embed their values, which by and large appear to be those that will support an inclusive teaching practice, into all teaching activities, leading them to feel that the explicit teaching of inclusion, difference, and acceptance is less necessary. While fourth years must embed inclusion into all aspects of their teaching, they could also be encouraged to engage their students in explicit discussions around inclusion, diversity and difference in order to help develop their students thinking in these areas (Mergler, 2008).…”

Section: In What Ways Do Pre-service Teachers Think Their Future Clasmentioning

confidence: 99%

Inclusive Values: Exploring the Perspectives of Pre-Service Teachers

Mergler

Carrington

Kimber

et al. 2016

AJTE

Self Cite

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“…Currently, education degrees strive to implicitly teach values, morals and ethics to pre-service teachers. By and large, an explicit focus on the need for pre-service teachers to teach their future students about values and morals is lacking (Mergler, 2008). The authors wholeheartedly recommend the teaching of philosophy in schools as one way of demonstrating values education, critical thinking skills and quality teaching practices to pre-service teachers.…”

Section: Concluding Thoughtsmentioning

confidence: 99%