The Analysis of Teachers’ Perceptions of Moral Education Curriculum

Abstract

With the development of teachers’ psychological cognition, the moral education curriculum develops as per the changes in times. Currently, a resurgence of interest on studying teachers’ perceptions of the moral education curriculum has observed. This is because moral education curriculum of each country plays a unique role in the overall design of the country’s education curriculum. However, studies on teachers’ perceptions of the moral education curriculum are scarce, and no framework has been developed to guide the teaching and learning of teachers for the moral education curriculum for schools. The moral education curriculum serves as one of the main vehicles for value education, with teachers as direct executors. It can influence the overall development of the school system and long-term development of a country. Thus, in this paper, we reviewed current literature related to teachers’ perceptions of the moral education curriculum and developed future trends considering teachers’ perceptions of the moral education curriculum in improving existing moral education programs in a country. We identified a list of keywords related to moral education curriculum and teacher perceptions and relevant to the scope of this study. These keywords were used to search the articles from the Scopus and WoS studies. Overall, 32 papers meeting the search criteria were retrieved. Further, we conducted thematic studies, and four themes were successfully identified: the model of teacher perceptions of moral and national education, the dimensions of the teacher ethics model (framework), teaching strategies, and the role of teachers. The results of this study suggested a new framework for research trends in teachers’ perception models, particularly toward the moral education curriculum. This study contributed to the knowledge regarding teaching and learning approaches of moral education considering teachers’ perceptions of the moral education curriculum. The findings of study would benefit future studies and would improve the implementation of a country’s moral education program.

Analysis Implementation of Morals and Values in Ugandan Secondary School Class X History Textbooks

“…The underlying causes of violence and conflict throughout Uganda's history are also the subject of numerous history textbooks. Students may be encouraged to critically consider ways in which issues like land disputes, political corruption, economic inequality, and ethnic tensions that have contributed to conflicts in the past can be addressed to foster peace and harmony (Zhang et al, 2022). The inclusion of Peace and Harmony in Ugandan history textbooks demonstrates the significance of comprehending conflict's causes, encouraging non-violent resistance, and investigating strategies for constructing societies that are inclusive and peaceful.…”

Development and status of moral education research: Visual analysis based on knowledge graph

“…The discipline systematization of moral education is also an overall trend of the development of moral education (Zhang et al, 2022 ). Increasingly, scholars have begun to discuss subject-specialization for moral education and standardizing the curriculum design (Bleazby, 2020 ).…”

Current Investigation of Moral Education Implementation in Primary and Secondary Schools—Evidence from China

“…The development of moral education in primary and secondary schools has become a significant component of school curricula. The systematization of moral education as an academic discipline is a prevailing trend in its development (Zhang, Saharuddin, & Aziz, 2022). Scholars increasingly discuss the specialization of moral education as an academic field and the standardization of curriculum design (Bleazby, 2020).…”

“…Starting from teachers' perceptions of moral education courses, specialized research has been conducted on teacher moral education, identifying models of teachers' views on moral and civic education, dimensions of teacher ethical models (frameworks), teaching strategies, and the roles of teachers (Zhang et al, 2022). Additionally, scholars have surveyed the characteristics of 307 moral exemplars commonly used in moral education textbooks in South Korea and Japan.…”