[PDF] Changes In Teachers Moral Role eBook

Author : Dorit Alt
Publisher : Springer Science & Business Media
Page : 209 pages
File Size : 19,51 MB
Release : 2012-08-01
Category : Education
ISBN : 9460918379

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Education for democratic citizenship encompasses cognitive as well as moral characteristics. The responsibility for cultivating these democratic virtues is placed upon the shoulders of educators who are required to create and encourage democratic social life. These characteristics are constantly challenged in present society, in which subject-matter goals and instrumental skills are gaining more importance than socially-valued goals, thus tipping the scales in favour of cognitive skills. Promoting cognitive skills by itself cannot sufficiently influence the formation of a social disposition and could ultimately create, in Dewey`s words, ‘egoistic specialists’ who lack the moral and democratic virtues needed for the creation of genuine social life. This book emphasizes the pedagogical task of education in this regard, and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its attention in order to enhance democratic and moral values: Teachers’ and students’ concepts of moral and democratic education; curriculum design; democratic teaching instructional methods; and teacher education. This volume provides a valuable text for a wide audience of students, teachers, policy-makers, curriculum designers and teacher educators to use as an updated reference book for pedagogical and research purposes.

Author : Michelle T. Court
Publisher :
Page : pages
File Size : 22,90 MB
Release : 2018
Category : Education
ISBN :

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Researchers are advocating for a stronger focus on moral purpose and ethical leadership within school improvement processes (Burford & Bezzina, 2014; Duignan, 2006; Fullan, 2011a; Shapiro & Gross, 2013; Stefkovich & Begley, 2007); however, the relevant literature suggests this is not being operationalised for teachers in schools. At one Catholic primary school, teachers who participated in the Australian Catholic University’s Leaders Transforming Learning and Learners (LTLL) project developed a model where explicit attention to moral purpose involved teachers focusing on key values and ethics, the moral dimensions of leadership and learning.This thesis explores how explicit attention to moral purpose influenced teachers’ perceptions and practice in teaching, leading and learning. Using case study methodology within the paradigm of interpretivism, the research involved collecting and analysing qualitative data from one-to-one interviews, a focus group interview and documentary evidence. The participants were fourteen classroom teachers and three school leaders who led the school improvement process.This research found four areas where teachers focusing on moral purpose generated school improvement: a collaborative culture of practice, professional learning, professional relationships, and reflective practice. Teachers were sensitized to the moral dimensions of their work, displayed moral potency or courage and became agents of change. These findings suggest ways in which school leaders can challenge teachers’ engagement, commitment and enactment of moral purpose as a driver for change in schools.

Author : Matthew N. Sanger
Publisher : Teachers College Press
Page : 225 pages
File Size : 48,69 MB
Release : 2015-04-25
Category : Education
ISBN : 0807771988

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What makes teaching a moral endeavor? How can we prepare classroom practitioners for engaging in that moral endeavor in meaningful and effective ways? This volume brings together leading scholar who draw upon both their academic expertise and substantial wisdom of practice to offer a variety of perspectives on the challenge of preparing today’s teachers for the moral work of teaching. Book Features: Examines the role that teacher preparation and development can play in addressing the moral work of teaching.Highlights the work of leading scholars from educational psychology, educational philosophy, and teacher education.Provides compelling insights for identifying the next generation of our nation’s best teachers. Contributors: Wolfgang Althof, Karen D. Benson, Marvin W. Berkowitz, Donald Blumenfeld-Jones, Elizabeth Campbell, Julie Canniff, Mary Crawford, Lana Daly, Rebecca Evers, Cathie Fallona, Gary Fenstermacher, Anthony Holter, Lisa E. Johnson, Daniel Lapsley, Darcia Narvaez, Virginia Navarro, Larry Nucci, Joy Pelton, Virginia Richardson, Don Senneville, David Shields, Barbara Stengel, Jonatha W. Vare, Marilyn Watson Matthew Sanger is associate professor of Educational Foundations in the College of Education at Idaho State University. Richard Osguthorpe is associate professor and chair of the Department of Curriculum, Instruction, and Foundational Studies at Boise State University. “The editors and contributors help us appreciate that many teachers come to the work precisely because of abiding moral commitments —to help others, to make a difference in the lives of the young, to give something back to society. But they also help us see how crucial it is to give candidates systematic support in coming to grips with the meaning of these commitments, and how to translate them into pedagogical action for the well-being of students and society alike.” —From the Foreword by David T. Hansen “This book sheds light into the core of professional morality. It should be a ‘must’ for each student teacher and for each practitioner around school life.” —Fritz Oser, professor of education and educational psychology, University of Fribourg, Switzerland “Lest we forget that teaching is inherently moral work, Sanger and Osguthorpe explain what this means for teachers and teacher educators. The combination of conceptual analysis and cases of teacher education practice make this book a valuable resource and welcome antidote to the current preoccupation with test scores.” —Sharon Feiman-Nemser, Brandeis University

Author : Hugh Sockett
Publisher :
Page : 194 pages
File Size : 10,11 MB
Release : 1993
Category : Philosophy
ISBN : 9780807732380

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Hugh Sockett aims to fill a gap in the body of literature concerning moral foundations in education. Dr Sockett posits that moral language must be used as the primary language of educators and that a major transformation across all educational institutions is needed to sustain the collegial autonomy crucial to educational improvement.

Author : Mark Priestley
Publisher : Bloomsbury Publishing
Page : 201 pages
File Size : 12,94 MB
Release : 2015-10-22
Category : Education
ISBN : 1472525876

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Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.

Author : Michael Fullan
Publisher : Corwin Press
Page : 113 pages
File Size : 43,79 MB
Release : 2003-03-12
Category : Education
ISBN : 1483304078

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"Fullan shows how moral leadership can reinvent the principalship and bring about large-scale school improvement. This is a masterfully crafted and accessible book by North America′s foremost expert on change." —Thomas J. Sergiovanni, Lillian Radford Professor of Education Trinity University, San Antonio, TX "Fullan challenges all who work in education to rethink the critical role of the principal as school leader in the current era of accountability. With clarity and insight, he offers a series of strategies to reshape the culture and context of leadership in schools to create learning communities where both students and teachers can excel." —Paul D. Houston, Executive Director American Association of School Administrators "Once again, the writing of Michael Fullan is a tour de force. The Moral Imperative of School Leadership is a must-read for those who want to make a difference!" —Gerald N. Tirozzi, Executive Director National Association of Secondary School Principals The time has come to change the context of school leadership! The role of the principal is pivotal to systemic school change. That is the fundamental message of The Moral Imperative of School Leadership, which extends the discussion begun in Fullan′s earlier publication, What′s Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. In an effort to make the position more rewarding and exciting, he shifts the principal′s role from one of a site-based superman or superwoman, and recasts it as one in which principals figure prominently both within their school and within the larger school system that surrounds them. Concepts explored in-depth include: Why "changing the context" should be the main agenda for the principalship Why barriers to the principalship exist Why the principal should be seen as the COO (chief operating officer) of a school Why the role of the principal should figure more prominently within the system What individuals and the system can do to transform school leadership to a powerful new force The challenge, and moral imperative, for today′s principal is to lead system transformations to resolve the top-down/bottom-up dilemma that exists in systemic change. To end the exodus from the principalship, and for great school leaders to evolve in large numbers, the time to redefine the position is now!

Author :
Publisher : BRILL
Page : 251 pages
File Size : 48,73 MB
Release : 2010-01-01
Category : Education
ISBN : 9460912346

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In the past two decades there has been a growing concern in politics and schools to pay more attention to norms and values. Teachers and schools are confronted with normative problems, school violence and students who sometimes seem to have lost their way when it comes to norms and values.

Author : Christopher Day
Publisher : Routledge
Page : 590 pages
File Size : 12,86 MB
Release : 2012
Category : Education
ISBN : 0415669707

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"The contributions are authoritative and of high quality. This is an important resource." -The Teacher Trainer A seminal, 'state-of-the-art' critical review of teacher and school development which touches upon and discusses issues at both policy and practice levels.

Author : Peter C. Murrell
Publisher :
Page : 0 pages
File Size : 24,44 MB
Release : 2010
Category : Education
ISBN : 9781934742785

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Mary E. Diez is professor of education and dean of graduate studies at Alverno College in Milwaukee, Wisconsin. --