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ERIC Number: ED332973
Record Type: RIE
Publication Date: 1991-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Reasoning and Moral Judgement in the Context of Student Discipline Situations.
MacCallum, Judith A.
This study was conducted to investigate the moral development of teachers, their reasoning about student discipline incidents, and whether a teacher's own moral development might affect desired student outcomes. An inservice course on student discipline entitled "Managing Student Behavior: A Whole School Approach to Discipline" (MSB) was offered at two secondary schools in Perth, Australia. The course, based on the premise that students are to take responsibility for their own behavior, focused on the enhancement of teacher strategies and skills necessary for the development of students' rights and responsibilities. Such techniques as student participation in the formulation of rules, and sanctions connected with violations were stressed. The 27 subjects of the study were interviewed, before and after attending the MSB class, about 4 hypothetical school discipline incidents. It was determined that teachers' moral judgment was related to various aspects of discipline and, therefore, that more attention needs to be paid to the development of teachers' moral judgment during education courses. The educational program could include the presentation and discussion of theories of moral development, challenging teachers to address the moral issues inherent in the teaching/learning environment. (LL)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia (Western Australia); Moral Judgment Task (Piaget)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).