AbstractThe important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context specific moral development interventions within a 4-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach (Shulman 1992) where participants (n=123) explored and discussed classroom scenarios to prepare them for a 6-week school-based placement. Using the Defining Issues Test (DIT), r…
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