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ERIC Number: EJ1130333
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Teachers' Views on Integrating Faith into Their Professional Lives: A Cross-Cultural Glimpse
Ahn, Joonkil; Hinson, Danny W.; Teets, Sharon T.
AILACTE Journal, v13 n1 p41-57 Fall 2016
AILACTE institutions are often linked to faith-based traditions, and teacher education candidates may attend these institutions as a result of their sense of calling to the profession. However, most graduates of teacher education programs teach in religiously neutral environments. With the high expectations of professional standards for the profession, and increasing cultural diversity of the school population, attention to issues of integration of faith and work may be limited. The present study provides insight into how preservice teachers, graduates of a teacher education program, and teachers in Korea view the integration of their faith with their professional lives. Teachers report various ways in which they draw upon their own faith, and they suggest that the examination of moral dilemmas from a faith-based perspective has been largely ignored in an effort to prepare candidates to function in religiously neutral environments. They also indicate that the examination of case studies and scenarios for moral and ethical implications may be of value to them as they seek to live out their faith in culturally sensitive and appropriate ways.
Descriptors: Teacher Attitudes, Beliefs, Spiritual Development, Professionalism, Cross Cultural Studies, Preservice Teachers, Integrated Activities, Graduate Surveys, Student Surveys, Moral Values, Online Surveys, Role Conflict, Teacher Response, Foreign Countries, College Graduates, Teachers, Student Attitudes, Moral Issues
Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: email@example.com; Web site: http://www.ailacte.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: South Korea; United States