Students' perceptions and teachers' self-ratings of modelling civic virtues: an exploratory empirical study in Dutch primary schools
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 41 (1):99-115 (2012)
This is a study of teachers? modelling of civic virtues in the classroom. It focusses on three virtues of good citizenship: justice, tolerance and solidarity. The aim is to explore the extent to which teachers can be regarded as models of these virtues. Questionnaires were developed for both students and teachers. Factor analyses showed that the three virtues could be empirically distinguished in teachers? behaviour. The students rated their teachers higher on the justice and solidarity scales than on the tolerance scale. The teachers rated themselves as less just, but more tolerant than they were rated by their students. Furthermore, the correspondence between students? perceptions and teachers? self-ratings was not high: correlations were only found between ratings of teachers? level of justice. The results of the study indicate that teachers need to become more aware of their exemplary function and the way they are perceived by their students
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References found in this work BETA
Wolfgang Althof & Marvin Berkowitz* (2006). Moral Education and Character Education: Their Relationship and Roles in Citizenship Education. Journal of Moral Education 35 (4):495-518.
Jane Baddeley, Albert Bandura, Gustavo Carlo & Philip Davidson (1991). Contributors' Biographies. In William M. Kurtines & Jacob L. Gewirtz (eds.), Handbook of Moral Behavior and Development. L. Erlbaum.
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André Comte-Sponville (2001). A Small Treatise on the Great Virtues: The Uses of Philosophy in Everyday Life. Metropolitan Books.
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