Journal of Moral Education 37 (4):429-444 (2008)

Abstract
Developing teacher candidates who are able to make moral judgements to equitably resolve classroom dilemmas, conduct student assessment and allocate resources is critical for today's diverse classrooms and should be part of fostering professional disposition. However, one challenge of incorporating dispositions in teacher education and a valid argument for those opposing the trend is how to accurately assess growth in the development of in teacher candidates. This study investigates two measures of moral judgement and explores the congruence between these assessments. Findings indicate inconsistency in the congruence between the quantitative assessment (Defining Issues Test 2) of moral judgement and qualitative data (teacher candidate written assignments), suggesting an inaccurate picture of teacher candidate disposition. Patterns of incongruence are explored and linked to specific phases of moral judgement followed by suggestions for teacher education programs on building congruent assessments
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DOI 10.1080/03057240802405678
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References found in this work BETA

Construct Validity in Psychological Tests.Lee J. Cronbach & P. E. Meehl - 1956 - In Herbert Feigl & Michael Scriven (eds.), Minnesota Studies in the Philosophy of Science. , Vol. pp. 1--174.
Background: Theory and Research.James R. Rest - 1994 - In James R. Rest & Darcia Narváez (eds.), Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates. pp. 1--26.

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Citations of this work BETA

Ethical Relationships in the Teaching Profession in Slovakia.Marta Gluchmanova - 2016 - Journal of Educational Sciences and Psychology 6 (2):1-20.
Ethical Reflections on Becoming Teachers.Pamela Bolotin Joseph - 2016 - Journal of Moral Education 45 (1):31-45.
Education in Morality Through Natality.Matthew Hayden - 2017 - Teaching Ethics 17 (1):9-22.

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