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Book part
Publication date: 21 November 2015

Auli Toom, Jukka Husu and Kirsi Tirri

This chapter introduces a theoretically grounded pedagogical procedure of moral argumentation that aims to facilitate student teachers’ learning of moral competencies during…

Abstract

This chapter introduces a theoretically grounded pedagogical procedure of moral argumentation that aims to facilitate student teachers’ learning of moral competencies during teacher education. Despite the essentiality of the moral aspects of teaching, they often remain implicit in the curricula and pedagogical practices of teacher education. Thus, there is a clear need to bring these aspects to the foreground and create possibilities for student teachers to elaborate them thoroughly during teacher education. Authentic cases capturing classroom realities and moral dilemmas at school as well as their systematic analysis and reflection from various lenses form the core of the procedure. Based on the results of the use of the procedure in the practice of teacher education, it promisingly fulfills the aims to demonstrate the moral core of teaching and teacher’s central role in it for student teachers.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

Keywords

Book part
Publication date: 9 May 2017

Juhani Lehtonen, Auli Toom and Jukka Husu

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on…

Abstract

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on teachers’ perceptions of their learning during co-teaching in inclusive classrooms, and salient moral features embedded in co-teaching situations. Data from joint stimulated recall interviews conducted with three co-teacher pairs illuminate that teachers perceived both possibilities and challenges in key learning situations during co-teaching in inclusive classrooms. In these situations, it is possible for teachers to articulate and extract their guiding beliefs toward salient moral aspects in inclusive teaching in order to extend their understanding and revise their inclusive teaching practices. This chapter suggests that co-teaching is a promising practice for promoting inclusive classroom communities where teachers and students can learn together.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

Keywords

Book part
Publication date: 10 August 2023

Jukka Husu and Auli Toom

Teaching is seen as a morally significant endeavor, but there is a lack of clarity about the entire domain. While teachers usually do not develop a refined professional knowledge…

Abstract

Teaching is seen as a morally significant endeavor, but there is a lack of clarity about the entire domain. While teachers usually do not develop a refined professional knowledge base or vocabulary of the moral work of teaching (Sanger, 2017) during pre- and in-service teacher education, there is a need to explore more in detail what kind of expertise is required and employed in the moral work of teaching, and how the components of that expertise are related to each other. The purpose of our theoretical chapter is not to present the “foreground,” that is the results of “what works” but instead to highlight the “background” of teaching profession. We note that the complexities of teaching can be structured through the relational viewpoints of ethical principles, moral judgments, and virtuous policies. From these three standpoints, which often appear separate and disconnected, we try out a constructive synthesis. Our framework denotes that teaching is a peculiar kind of relationship that brings with it special ethical guidelines, moral judgments, and constant considerations of how to realize human well-being in the real-world dilemmas of teaching.

Details

Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

Keywords

Book part
Publication date: 24 June 2013

Kirsi Tirri, Auli Toom and Jukka Husu

This chapter provides a synthesis of the literature having to do with the moral matters of teaching. It is organized around three themes: (a) teacher’s professional ethics and…

Abstract

This chapter provides a synthesis of the literature having to do with the moral matters of teaching. It is organized around three themes: (a) teacher’s professional ethics and values, (b) teacher’s moral sensitivity, action, and judgment, and (c) school ethos and community. Each theme is first dealt with separately. Then, the themes are related to one another to show the interconnectedness between and among them. Exemplars in this work are drawn from the authors’ and others’ substantial body of research conducted in Finland. The research findings, however, have an applicability that extends beyond national borders. The intent of this work is to stimulate discussion and to advance what is known about the moral nature of teaching through using a range of research methods and conducting studies in live school settings.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

Article
Publication date: 27 July 2020

Helma De Keijzer, Gaby Jacobs, Jacqueline Van Swet and Wiel Veugelers

This study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning…

Abstract

Purpose

This study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.

Design/methodology/approach

This was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using supportive coaching approaches derived from educational literature.

Findings

In total, 14 specific approaches regarding the support given by coaches for teachers' moral learning were identified. Four characteristics of coaches' attitudes that guided their approaches and seemed valuable in supporting moral learning were also identified. The findings showed the tensions the coaches encountered – for example, when balancing between offering a safe environment and encouraging critical reflection.

Practical implications

With coaches' support, teachers can develop a more thoughtful understanding of the meaning of values, beliefs and bias for their actions in teaching practice.

Social implications

Making explicit, and exploring precisely, what coaches do to support teachers' moral learning are useful for designing and improving professional development programmes that promote moral learning.

Originality/value

The research reported in this paper outlines how coaches can encourage teachers' awareness of the impact of their actions on pupils, which, in turn, helps teachers to meet the complex moral challenges of their practice.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 1 October 2018

Kira J. Baker-Doyle, Michiko Hunt and Latricia C. Whitfield

Connected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect…

Abstract

Purpose

Connected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect students with opportunities, people and resources in communities within and beyond their classroom walls (Ito et al., 2013). The framework has been adopted and developed in K-12 education by teachers in professional development networks and introduced to some teacher education programs through these networks. Practitioners of connected learning frequently refer to the need for “courage” to develop and introduce connected learning-based practices in their classrooms. The paper aims to discuss these issues.

Design/methodology/approach

In this study, the authors investigate “courage” through a sociocultural lens in the case studies of six educators in a teacher education course on connected learning. The study examines the social contexts and activities that fostered acts of courage during their 14-week course.

Findings

The authors found that personal reflection on freedom and equity, two ethical concepts raised by the connected learning framework, seeded acts of courage. The acts of courage appeared as small acts that built upon themselves toward a larger goal that related to the participants’ ethical ideals. Three types of social activity contexts helped to nurture these acts: seeking models of possibility, mediated reinvention and “wobbling.”

Research limitations/implications

This study helps to uncover some of the questions that connected learning scholars and practitioners have about why courage is so central, and how to cultivate courageous acts of pedagogical change.

Practical implications

The theoretical framework used in this study, courage from a sociocultural perspective, may serve to help scholars and teacher educators to shape their research and program designs.

Social implications

This study offers insights into patterns of networked teacher-led educational change and the social contexts that support school-level impacts of out-of-school professional networking.

Originality/value

Using a sociocultural conception of courage to investigate connected learning in teacher education, this study demonstrates how equity and freedom, central values in the connected learning framework, serve as key concepts driving teachers’ risk-taking, innovation and change.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 1 July 2015

Lisa Brown Buchanan and Elizabeth O. Crawford

The teaching of environmental sustainability was explored in five sections of an elementary social studies methods course with pre-service teachers. Using surveys and structured…

Abstract

The teaching of environmental sustainability was explored in five sections of an elementary social studies methods course with pre-service teachers. Using surveys and structured discussions, we identified pre-service teachers’ beliefs about environmental sustainability in response to prior experiences, course readings, films, guest lecture, and group activities (e.g., simulations). Findings suggest the subjects’ knowledge of environmental sustainability increased as a result of the course. They believed environmental sustainability is a significant global issue meriting attention in the elementary classroom; however, they felt ill prepared to teach sustainability issues to young children in developmentally appropriate ways. Finally, pre-service teachers expressed caring about improving their own consumer behaviors and sought concrete solutions from others in order to do so. Implications for elementary social studies education are discussed.

Details

Social Studies Research and Practice, vol. 10 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 9 July 2018

Thomas A. Lucey, James D. Laney and Mary Frances Agnello

The notion of accountability carries with it an implicit sense of objectification, in which schools, teachers, and students represent the objects of measure by which policy makers…

Abstract

The notion of accountability carries with it an implicit sense of objectification, in which schools, teachers, and students represent the objects of measure by which policy makers judge schools. Reframing the notions of accountability requires a critical interpretation of the accountability system that challenges competitive notions of achievement while cultivating compassionate views of student performance. Drawing from the principles of critically compassionate financial literacy, this chapter discusses how discipline-based art education may provide an instructional vehicle for facilitating dialogues that reframe notions of accountability in education.

Book part
Publication date: 22 August 2015

Beverly J. Klug

There is a long history of school failure for Aboriginals1 in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to…

Abstract

There is a long history of school failure for Aboriginals1 in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.

Details

International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

Keywords

Abstract

Details

Intersections of Financial Literacy, Citizenship, and Spirituality: Examining a Forbidden Frontier of Social Education
Type: Book
ISBN: 978-1-78973-631-1

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