NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1106329
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: EISSN-1812-9129
Moral Literacy through Two Lenses: Pre-Service Teachers' Preparation for Character Education
Rizzo, Kelly; Bajovic, Mira
International Journal of Teaching and Learning in Higher Education, v28 n1 p131-138 2016
In this paper, we explored how well prepared pre-service teacher candidates are to develop moral literacy. With the mandate in Ontario schools to deliver character education, we were intrigued by the question: How well prepared are teacher candidates to deliver on this requirement based on preservice preparation and the realities of classroom practice in public education? The issue of teacher preparation has been raised as a concern in moral and character education literature (Berkowitz & Bier, 2004; Nucci, Drill, Larson, & Browne, 2005). Based on this inquiry we have concluded that pre-service teachers are not well prepared to fulfill the moral literacy requirement of character education because they lack theoretical background knowledge in moral development. Further, we recognize that the in-service training of practicing teachers is of equal importance to ensure a receptive environment exists for pre-service teachers. The implication of this finding is that for preservice teachers to be equipped to meet Ministry character education expectations in practice, preservice programs will need to be improved, and practicing teachers will require ongoing professional learning opportunities that value moral literacy development as complimentary and equal to academic development.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A