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

Abstract

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.

Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality

“…Three teachers pointed out they were deliberately not explicit about their own perspective and, as such, strove for a "value-neutral" position. However, as indicated by several scholars, it is impossible to be value-free, as teachers' values are reflected in almost everything-in the curricular content, the way they dress, the language they use, and how they address children (Bartolomé, 2008;Pantić & Wubbels, 2012). We found, in relation to teaching history from a multiperpsecitivty approach, that these three teachers struggled with incorporating their own values in their lessons, as these teachers also noticed having normative goals themselves or limiting the perspectives that were tolerated in the classroom.…”

A model for study of teacher agency for social justice

“…It is not uncommon that moral purposes, including a commitment to social justice, strongly underpin teachers' professional identities, reflected, for example, in the frequently reported reasons for entering the teaching profession, such as a desire 'to make a difference in the lives of students' (Fullan, 1993;Hargreaves, 2003;Olsen, 2008). Teachers' perceptions and understanding of their professional and moral roles are an essential part of the model aiming to enable analysis of • Teachers' perceptions of their moral roles (Pantić & Wubbels, 2012), sense of identity (Burke & Stets, 2009;Day, 2002;Olsen, 2008) and motivation (Deci & Ryan, 1985;Richardson & Watt, 2010), and • teachers' understanding of social justice (Brown, 2004;Campbell, 2004).…”

“…teachers' own perceptions of their roles (Pantić & Wubbels, 2012) and scope of their competences (Pantić et al, 2011); teachers' inclusive practices (Florian & Spratt, 2013), student-teacher relationships (Cornelius-White, 2007;Wubbels & Brekelmans, 2005), individual and collective teachers' efficacy (Bandura, 2006;Goddard et al, 2000) and so on. Other complementary tools could be developed to study, for example, teachers' interactions and reflexivity around issues of social justice.…”

Exemplary Teachers' Influence on Their Adolescent Pupils Who Later Became Teachers

“…Memories related to the use of power, authority and manipulation were not mentioned. Exemplary teachers built relations of trust and equality, elements that are repeatedly mentioned in studies on exemplary teachers who place much importance on trust in order to increase their students' achievements (Hargreaves & Shirley, 2008;Pantic, & Wubbels, 2012). Due to trusting relationships and feelings of respect for their exemplary teachers, students were willing to invest their time and effort in acquiring and understanding new subject matter material and to refrain from interruptions.…”