The role of teachers in inculcating moral values: operationalisation of concepts
Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Especially in culturally heterogeneous societies teachers face multiple values that students and their families may hold. The study reported in this article explores different conceptions of teachers’ moral ro...
| Κύριοι συγγραφείς: | ; |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
Routledge
2012
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| Στο/Στη: |
Journal of beliefs and values
Έτος: 2012, Τόμος: 33, Τεύχος: 1, Σελίδες: 55-69 |
| Άλλες λέξεις-κλειδιά: | B
the Balkans
B Values B Moral Education B teacher roles B value education B Teacher Education |
| Διαθέσιμο Online: |
Πιθανολογούμενα δωρεάν πρόσβαση Volltext (lizenzpflichtig) |
| Σύνοψη: | Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Especially in culturally heterogeneous societies teachers face multiple values that students and their families may hold. The study reported in this article explores different conceptions of teachers’ moral roles aiming to develop an instrument for assessing teacher beliefs about those roles that could be used in teacher development. Paternalist, liberal and social-relativist conceptions of teachers’ moral roles were operationalised using data collected in three focus groups with teachers from Bosnia & Herzegovina and Serbia discussing cases of school practices involving value-laden issues. Initial items for construction of a questionnaire for teachers were generated from teachers’ utterances to ensure ecological validity. Implications for teacher development and future research are discussed. |
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| ISSN: | 1469-9362 |
| Περιλαμβάνει: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2012.650030 |