Considering the Moral Dimensions of Schooling: Implications for Teacher Educators.

Autor/inn/en	Wetherill, Karen; Calhoun, Diane; Thomas, Carol Chase
Titel	Considering the Moral Dimensions of Schooling: Implications for Teacher Educators.
Quelle	(2000), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Democracy; Democratic Values; Elementary Secondary Education; Equal Education; Ethical Instruction; Faculty Development; Higher Education; Inservice Teacher Education; Moral Issues; Moral Values; Preservice Teacher Education; Student Development; Student Teachers; Teacher Educators; Teacher Improvement + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Demokratie; Ethics instruction; Teaching of ethics; Ethikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Moraltheorie; Moral value; Ethischer Wert; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Lehrerbildung
Abstract	This paper advocates an examination of practices for inservice teacher preparation and career-long professional development, proposing the consideration of Goodlad's moral dimensions as a framework and suggesting an alternative approach to professional development that holds important implications for teacher education and teacher educators. Goodlad's moral dimensions include stewardship, equal access to knowledge for all students, pedagogy to ensure student academic and emotional growth, and enculturation into a democratic society. There are different levels of emphasis on the dimensions depending on the educator's stage of career development. This discussion highlights five ways that staff and career development can be delivered: individually guided projects; observation and assessment; committee work; attendance at workshops and conferences; and action research. It discusses application of the framework to prospective teachers as well as inservice teachers and teacher educators. It concludes that to meet the challenge of improving the quality of teaching and student performance, it is necessary to reconsider the ways teachers and teacher educators are trained and given professional development throughout their careers. It is important to reexamine current practices, formulate new insights related to professional development, and redesign roles and responsibilities of educators related to their professional growth. (Contains 26 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC