Critical values education in the early years: Alignment of teachers' personal epistemologies and practices for active citizenship

被引：11

作者：

Brownlee, Joanne Lunn ^{[1
]}

Scholes, Laura ^{[1
]}

Walker, Sue ^{[1
]}

Johansson, Eva ^{[2
]}

机构：

[1] Queensland Univ Technol, Sch Early Childhood, Victoria Pk Rd, Kelvin Grove, Qld 4059, Australia

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

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 59卷

基金：

澳大利亚研究理事会;

关键词：

Personal epistemology; Epistemic beliefs; Values education; Active citizenship; Moral education; Teaching practices; EPISTEMIC BELIEFS; COGNITION; GOALS;

D O I：

10.1016/j.tate.2016.06.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

To date, little research has explored teaching values education for active citizenship in which young children are supported to express their own ideas and opinions and take moral responsibility for their actions. Using personal epistemology as the conceptual framework, this study investigated the nature of, and alignment between, teachers' personal epistemologies and practices for promoting critical values education in elementary education. The study drew on interview and observational data from 29 teachers in Australia. Findings showed that four patterns could be discerned, showing complex relationships between teaching practices and beliefs. Implications for preservice and inservice professional learning experiences are discussed. Crown Copyright (C) 2016 Published by Elsevier Ltd. All rights reserved.

引用

页码：261 / 273

页数：13

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