Teachers' and children's personal epistemologies for moral education: Case studies in early years elementary education

被引：19

作者：

Brownlee, Jo ^{[1
]}

Syu, Jia-Jia ^{[1
]}

Mascadri, Julia ^{[1
]}

Cobb-Moore, Charlotte ^{[1
]}

Walker, Sue ^{[1
]}

Johansson, Eva ^{[2
]}

Boulton-Lewis, Gillian ^{[3
]}

Ailwood, Jo ^{[4
]}

机构：

[1] Queensland Univ Technol, Fac Educ, Ctr Learning Innovat, Kelvin Grove, Qld 4059, Australia

[2] Univ Stavanger, Fac Arts & Educ, Dept Early Childhood Educ, Stavanger, Norway

[3] Queensland Univ Technol, Fac Built Environm & Engn, Sch Design, Brisbane, Qld 4001, Australia

[4] Univ Newcastle, Sch Educ, Newcastle, NSW 2300, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 03期

关键词：

Personal epistemology; Moral values; Young children; Moral pedagogy; Evaluativistic beliefs; Subjectivist beliefs; BELIEFS; KNOWLEDGE; DIVERSITY; THINKING;

D O I：

10.1016/j.tate.2011.11.012

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

While there is strong interest in teaching values in Australia and internationally there is little focus on young children's moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children's and teachers'), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed patterns of relationships between personal epistemologies and pedagogies within each school. A whole-school approach to understanding personal epistemologies and practice for moral values learning is suggested. Crown Copyright (C) 2011 Published by Elsevier Ltd. All rights reserved.

引用

页码：440 / 450

页数：11

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