NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ971609
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1354-0602
Early Years Teachers' Epistemic Beliefs and Beliefs about Children's Moral Learning
Walker, S.; Brownlee, J.; Whiteford, C.; Cobb-Moore, C.; Johansson, E.; Ailwood, J.; Boulton-Lewis, G.
Teachers and Teaching: Theory and Practice, v18 n2 p263-275 2012
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers' beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers' epistemic beliefs and their beliefs about children's moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children's moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naive or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia