Reclaiming the Moral in the Dispositions Debate

Burant, Terry J.; Chubbuck, Sharon M.; Whipp, Joan

doi:10.1177/0022487107307949

Cited by 51 publications

(27 citation statements)

References 21 publications

(23 reference statements)

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“…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. The moral nature of teaching cannot be conflated with the knowledge and skills important for teaching; neither can it be neatly separated from them.…”

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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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: Teacher Values and Beliefs Ethics Education And Values Educmentioning

confidence: 99%

Raising the Bar: Ethics Education for Quality Teachers

Boon

2011

AJTE

100

View full text Add to dashboard Cite

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“…A review of related literature pointed to an extended historical debate (Borko, Liston, & Whitcomb, 2007;Burant, Chubbuck, & Whipp, 2007;Damon, 2007;Diez, 2007;Sockett, 2006;Socket, 2009;Villegas, 2007) in pursuit of an operational definition of dispositions. This debate hinged on a wide variation in theoretic frameworks including psychology, sociology, ethics, and finally philosophy.…”

Section: Dispositionsmentioning

confidence: 99%

Reflective journaling: fostering dispositional development in preservice teachers

Belle

Belknap

2016

Reflective Practice

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“…Noddings (1991) has also believed that teachers must focus on the development of the student's sense of ethics, that nurturing the child's moral fiber is the primary responsibility of teachers. Burant, Chubbuck and Whipp (2007) discussed the teacher's practice in terms of ideas and feelings that reflect a "moral sensibility," which connects the selfhood of the teacher with his or her behaviors in the classroom. Citing Hansen's work of 2001, these authors further explicated that '"a teacher's moral sensibility should be understood as an achievement in its own right…it is not like a tool [emphasis added] that a teacher pulls out of a box and then replaces once he or she has done the sensible thing"' (p. 405).…”

Section: Chapter Two: Review Of Related Literaturementioning

confidence: 99%

Gaining Insight into Teaching: A Phenomenological Exploration of the Lived Experience of the Teachers of the Year

Amparo¹

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Reclaiming the Moral in the Dispositions Debate

Cited by 51 publications

References 21 publications

Raising the Bar: Ethics Education for Quality Teachers

Raising the Bar: Ethics Education for Quality Teachers

Reflective journaling: fostering dispositional development in preservice teachers

Gaining Insight into Teaching: A Phenomenological Exploration of the Lived Experience of the Teachers of the Year

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