Teachers' Moral Learning in Professional Learning Groups

Autor/inn/en	De Keijzer, Helma; Jacobs, Gaby; Van Swet, Jacqueline; Veugelers, Wiel
Titel	Teachers' Moral Learning in Professional Learning Groups
Quelle	In: Professional Development in Education, 48 (2022) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jacobs, Gaby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1712617
Schlagwörter	Moral Development; Faculty Development; Professionalism; Learning Processes; Communities of Practice; Metacognition; Teaching Methods; Teacher Attitudes; Outcomes of Education; Elementary School Teachers; Special Education Teachers; Foreign Countries; College School Cooperation; Netherlands + Suchen Sie Ihr Suchwort? Moralische Entwicklung; Professionalität; Learning process; Lernprozess; Community; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lernleistung; Schulerfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Ausland; Niederlande
Abstract	This article discusses teachers' moral learning in professional learning groups and corresponding challenges for teachers' moral professionalism. A professional learning programme aimed as understanding the moral dimension of teaching was conducted. A framework for moral learning was developed based on a review of the literature of teacher professional learning. Teachers' moral learning itself focuses on extending and deepening the understanding of one's own frame of reference, which influences teachers' moral sense-making of their daily teaching practice. The study examined the changes caused by the moral learning process by conducting seven focus-group interviews. Findings indicate that through participation in the professional learning programme, teachers are more aware of their frames of reference which were mainly implicit before the programme. Results show teachers have (1) an increased self-awareness of one's own frame of reference and (2) they are more open for other viewpoints, and (3) are also more inclined/capable of taking into account the meaning of their own frame of reference and its influence on pupils. Finally, we identified features that teachers considered as being important to strengthening their moral professionalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01