Moral reasoning of in‐service and pre‐service teachers: a review of the research

Cummings, Rhoda; Harlow, Steve; Maddux, Cleborne D.

doi:10.1080/03057240601185471

Cited by 67 publications

(63 citation statements)

References 26 publications

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“…Problems arise when codes of professional conduct have been merely memorised, and not analysed, debated or examined thoroughly from an ethical perspective. Empirical studies (for example, Cummings, Harlow & Maddux, 2007) have shown that pre-service teachers score poorly on moral reasoning compared with other undergraduates. This follows them into the work place where qualified teachers say they lack effective strategies and resources to teach students to explore ethical issues (Verrinder, 2007).…”

Section: Background and Study Rationalementioning

confidence: 99%

Raising the Bar: Ethics Education for Quality Teachers

Boon

2011

AJTE

101

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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: Background and Study Rationalementioning

confidence: 99%

Raising the Bar: Ethics Education for Quality Teachers

Boon

2011

AJTE

101

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“…Studies that have compared the moral reasoning of pre-service teachers with those undertaking other degrees have revealed somewhat lower moral reasoning scores for preservice teachers (Cummings et al, 2007;Lampe, 1994;McNeel, 1994;Yeazell & Johnson, 1988). Of further concern is the finding that, compared with other university students, preservice teachers do not show increases in their moral reasoning scores over the duration of their degree studies (Cummings et al, 2007;McNeel, 1994;Yeazell & Johnson, 1988).…”

Section: Teaching: a Morals And Value-based Processmentioning

confidence: 99%

“…However, empirical studies of the moral dimensions of teaching and the moral awareness of pre-service teachers have been rare (see Cummings et al, 2007 for a review). Most that have been undertaken have used measures based on three levels of moral development: the preconventional, conventional and post-conventional (Kohlberg, 1976).…”

Section: Teaching: a Morals And Value-based Processmentioning

confidence: 99%

“…Education researchers have long contended that teacher education programs should examine ethical issues and moral reasoning overtly (see for examples Cummings, Harlow, & Maddux, 2007;Guy, Spalding, & Westcott, 1961;Yeazell & Johnson, 1988). However, empirical studies of the moral dimensions of teaching and the moral awareness of pre-service teachers have been rare (see Cummings et al, 2007 for a review).…”

Section: Teaching: a Morals And Value-based Processmentioning

confidence: 99%

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

Mergler

2008

AJTE

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“…Teacher training has given only limited attention to the confluence of teaching and ethics (Cummings, Harlow, & Maddux, 2007;Sanger & Osguthorpe, 2011;, and such training as there has been on this aspect has tended to be implicit and unplanned (Willemse, Lunenberg, & Korthagen 2008). Nevertheless, scholars have put forward many suggestions as to how teacher training might focus on ethical aspects in teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Ethical issues in the teaching and learning of health topics in schools: The conceptions of teacher trainees

Paakkari

Välimaa

2013

Teaching and Teacher Education

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Only a few studies have been conducted on how teacher trainees can be educated to deal with ethical issues, or on teacher trainees' conceptions of these issues. Using written essays, this study aimed to examine health education teacher trainees' (N=35) conceptions of the ethical aspects involved in teaching and learning health topics. A qualitative content analysis revealed three broad themes: health education as an ethical subject, the teacher as an ethical professional, and spaces for learning. The results reflect the content areas focused on in health education teacher training, but also provide new insights into topics that can be useful in developing teacher training.

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Moral reasoning of in‐service and pre‐service teachers: a review of the research

Cited by 67 publications

References 26 publications

Raising the Bar: Ethics Education for Quality Teachers

Raising the Bar: Ethics Education for Quality Teachers

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

Ethical issues in the teaching and learning of health topics in schools: The conceptions of teacher trainees

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