Promoting Teachers' Moral Reasoning and Collaborative Inquiry Performance: A developmental role-taking and guided inquiry study
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Moral Education 31 (1):51-66 (2002)
A study of experienced teachers is used to illustrate a developmental methodology for promoting technical performance dimensions and moral and conceptual reasoning based on Sprinthall's and Thies-Sprinthall's (1983) principles of new social role-taking and guided inquiry. Called the learning-teaching framework (LTF), the theoretical and applied approach embeds new role-taking, guided inquiry, balance, support and challenge, continuity and instructional coaching in educational programming across the teacher professional development career span. The study was a 7-month quasi-experimental intervention of expert teachers participating in a professional development program to support peer coaching (e.g. a form of collaborative inquiry which prompts teachers to initiate complex new roles as peer coaches in which they plan, demonstrate and practise new models of teaching). The aims of the study were to encourage new social role-taking, support new learning in effective teaching, encourage new complex performances in coaching and support conferences, and promote gains in moral and conceptual reasoning. Significant positive gains in learning, performance and moral judgement reasoning were achieved. The study highlights the benefits of using the LTF as a framework for educational programming and teacher character development programmes that are based on similar theoretical assumptions
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Christopher Schmidt, Charles McAdams & Victoria Foster (2009). Promoting the Moral Reasoning of Undergraduate Business Students Through a Deliberate Psychological Education-Based Classroom Intervention. Journal of Moral Education 38 (3):315-334.
Similar books and articles
William J. Behre, Ron Avi Astor & Heather Ann Meyer (2001). Elementary- and Middle-School Teachers' Reasoning About Intervening in School Violence: An Examination of Violence-Prone School Subcontexts. Journal of Moral Education 30 (2):131-153.
Suzanne Cynthia McBain, “We're Making a Difference to the Lives of Our Students”Learning Communities in Physical Education.
Daniel J. Bolt & Edmund V. Sullivan (1977). Kohl Berg's Cognitive‐Developmental Theory in Educational Settings: Some Possible Abuses. Journal of Moral Education 6 (3):198-205.
Marion E. Smith (1978). Moral Reasoning: Its Relation to Logical Thinking and Role‐Taking. Journal of Moral Education 8 (1):41-49.
Judith A. Maccallum (1993). Teacher Reasoning and Moral Judgement in the Context of Student Discipline Situations. Journal of Moral Education 22 (1):3-17.
Trygve Bergem (1990). The Teacher As Moral Agent. Journal of Moral Education 19 (2):88-100.
Jenny Reeves (2007). Inventing the Chartered Teacher. British Journal of Educational Studies 55 (1):56 - 76.
Margaret Kirkwood & Donald Christie (2006). The Role of Teacher Research in Continuing Professional Development. British Journal of Educational Studies 54 (4):429 - 448.
Wouter Sanderse (2012). The Meaning of Role Modelling in Moral and Character Education. Journal of Moral Education 42 (1):28-42.
Tony Cutler & Barbara Waine (2000). Mutual Benefits or Managerial Control? The Role of Appraisal in Performance Related Pay for Teachers. British Journal of Educational Studies 48 (2):170 - 182.
Mary-Jane Eisen (2000). Peer Learning Partnerships. Inquiry 19 (3):5-19.
Dorothy Rulon (1992). The Just Community: A Method for Staff Development. Journal of Moral Education 21 (3):217-224.
Joseph R. Herkert (1997). Collaborative Learning in Engineering Ethics. Science and Engineering Ethics 3 (4):447-462.
Seth Wilhelmsen (2010). Training and Generalization of Study Skills for College Students with Disabilities. Inquiry 25 (1):17-28.
Gilbert Burgh (2008). Professional Development and Training. Proceedings of the Xxii World Congress of Philosophy 27:5-13.
Added to index2010-09-02
Total downloads5 ( #225,613 of 1,100,561 )
Recent downloads (6 months)1 ( #289,155 of 1,100,561 )
How can I increase my downloads?