Teachers’ and children’s personal epistemologies for moral education : Case studies in early years elementary education
Brownlee, Joanne M., Syu, Jia-Jia, Mascadri, Julia, Cobb-Moore, Charlotte, Walker, Sue, Johansson, Eva, Boulton-Lewis, Gillian M., & Ailwood, Jo (2012) Teachers’ and children’s personal epistemologies for moral education : Case studies in early years elementary education. Teaching and Teacher Education, 28(3), pp. 440-450.
While there is strong interest in teaching values in Australia and internationally there is little focus on young children’s moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children’s and teachers’), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed clear patterns of personal epistemologies and pedagogies within each school. A whole school approach to understanding personal epistemologies and practice for moral values learning is suggested.
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|Item Type:||Journal Article|
|Keywords:||children's epistemic beliefs , early years , moral education , teachers' epistemic beliefs|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)|
|Divisions:||Current > Research Centres > Office of Education Research|
Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Elsevier|
|Copyright Statement:||This is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 28(3), pp. 440-450. http://dx.doi.org//10.1016/j.tate.2011.11.012|
|Deposited On:||08 Feb 2012 08:34|
|Last Modified:||03 Sep 2013 11:51|
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